

E99 

A Primer of Povejo icooomie Problems 


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By 

George A. Boyce 

Director of Schools 


Navajo Service 



United States 

Depantment of the Interior 
Office of Indian Affairs 

Navajo Service 
Window Rock, Ari2ona 
1942 








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A PRII/lER of IJAVAJO economic PROBLEIvS 


By 


George A. Boyce 
Director of Schools 
Navajo Service 


United States 

Departnent of tlie Interior 
Office of Indian Affairs 
Navajo Service 
Window Rock, Arizona 
1942 




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PREFACE 


This is an experiinental publication. Its priinarp aijii is to 
give aid to Navajo Service teachers and Navajo pupils in recog¬ 
nizing and thinking through some of the important economic problems 
facing the Navajo people. Possibly it may also be of interest to 
other Indian Service Vv'orkers and members of the public who are con¬ 
cerned v.dth Indian problems. 

The pattern of presentation has been designed to give concrete 
applications of modern educational psychology-* and philosophy to the 
organization of a lively curriculum on the secondary^ school age- 
level. Particular stress is given to a democratic organization of 
the educational progra:.i, the encouragement of initiative and logi¬ 
cal thinking, provision for individual differences of maturity and 
interest, and'to the conceptual background and reading ability of 
Navajo pupils. 

In the preparation of this booklet, Nr. Rudolf Ilodley, techni¬ 
cal advisor to the Office of Indian Affairs, outlined the general 
graphic methods to be used. Two Navajo artists, Archie Begay and 
Charles K. Shirley of the Navajo Service Drafting Department, pre¬ 
pared the actual drawings. Niss Norma Runyan, Conmunity llorker and 
Educational Supervisor of the Navajo Service, prepared the major 
part of the bibliography. Other Educational Supervisors and Divi¬ 
sion Heads of the Navajo Service gave valuable help in reading the 
manuscript and making constructive criticisms. 

It is hoped that teachers and other field vrorkers will be stim¬ 
ulated by this booklet into preparing supplementary teaching mater¬ 
ials. For one thing, supplementarv teaching materials are needed 
for fullest use of this material. Furthermore, this publication is 
by no means an encyclopedia of Navajo problems, many important 
problems have been necessarily omitted. Nor is this book a guide 
to a complete schooling of a well-educated Navajo. Otheimvise it 
would have included problems on national and international affairs, 
and a 'wide range of formally organized subject matters. Hov/ever, 
it is hoped that study of this text will stimulate pupils to go 
further and further in expanding their horizons of laiowledge, and 
that teachers may develop more materials, s’uitable for Indian 
pupils, to this end. 


George A. Boyce. 


$ 



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T.4BLS OF CONTmiTS 


Preface.i 

Unit 1 The Navajo Reservation.. . 2 

Unit 2 The Growth of the Navajo People.S 

Unit 3 Slieop and the Grovrbh in Navajo Population . , , ,11 

Unit 4 Hov/ the Size of Families Affects Living . , . . 16 

Unit 5 How Housing Afi'ects Living .. 22 

Unit 6 Fa::iily Life.29 

Unit 7 Progress of the Navajo People ..34 

Unit 8 How Farm Animals Affect the Range 39 

Unit 9 lliat Kind of Livustock is Best?.44 

Unit 10 How To Build Up A Good Herd.49 

Unit 11 How To Save The Rcingo. 54 

Unit 12 How To Increase Agricultural Production .... 60 

Unit 13 Average Income of Navajos. , . , . .. 

Unit 14 Selling, Credit, and Buying.. . 70 

Unit 15 Hov; the Navajo Depends Upon Imports.76 

Unit 16 Navajo Income. ..79 

Unit 1? Livestock Income.83 

Unit 18 Selling V/ool Most Advaiitageously.86 

Unit 19 How To Get Better Wool Prices 90 

Unit 20 Rug Selling.93 

Unit 21 Navajo Exports and Imports. 97 


- iii - 





















Unit 22 Profits of Navajo Traders 101 

Unit 23 Differences in Wealth Among Navajos.IO 6 

Unit 24 Lav/ On The Navajo Reservation.Ill 

Unit 25 Cominunication and Transportation 

■ on the Navajo Reservation.116 ’ 

Unit 26 Navajo Workers and Navajo Ser\'lce , , 122 

Notes to- Teachers .125 




















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UNIT. 1 - THE NAVAJO RESERVATION 


Ex, 1-A Topics for study and discussion 

Study Fig. 1, Then see if you can find answers to the follow¬ 
ing questions. 

1. In which District do you live? 

2. (a) V/hat do the figures of men on the map mean? 

(b) V'Jhat do the black sheep on the map mean? 

(c) Vlnat do the white sheep on the map mean? 

3. (a) About how many persons live in your District? 

(b) About how many persons live in District 17? 

(c) About how many persons live in District 2? 

4. Note that District 1? has many sheep but no v/hite ones. Dis¬ 
trict 2 has fewer sheep. There is a white sheep in District 2. Vlnat 

does this suggest about the difference in grass in the two districts? 

5. Compare the number of shaded sheep per person in District 2 
with the number of shaded sheep per person in District 4. In which 
case is the average number of livestock lower? 

6. List several probable reasons for grass being heavier in 
some districts than others. 

VJliat is the Navajo Reservation? 

The Navajo Reservation is the land that belongs to the Navajo 
tribe. The first Navajo Reservation was established in 1868 when the 
Navajos signed a treaty of peace and v/ere released from militar;>^ cap¬ 
tivity. Since that tiiiie, more land has been added to the Reservation 
as shovm in the accompanying map (p.4). The Reservation nov/ spreads 
over parts of three States - Arizona, New MeicLco, and Utah. 

The Navajo Reservation does in fact belong to all of the Navajo 
people. This applies to the forests, the minerals, and all the nat¬ 
ural things of the land. No individual owns the land. No individ¬ 
ual can sell anj’^ of the land. Persons who do not belong to the tribe, 
cannot buy any of the land. The Navajo Reservation is the land of 
the Navajo tribe. 

How big is the Navajo Reservation? 

The Navajo Reservation (not including the lands of the Hopi in 
the central part of the Reservation) covers 22,810 square miles. 
Counting adjacent lands which are occupied primarily by Navajos, the 
Navajo country/ covers about 30,000 square miles. This is as large 
as the States of Connecticut, Massachusetts, and Vermont combined. 

It is nearly as large as Scotland, or Ireland, and half again as 
large as Sv/itzerland. 


-2- 






Although arid and semi-desert for the most part, nevertheless 
it is a varied land. There are high mountains, broad mesas, washes 
and deep arrovos. On the northern edge there are the San Juan and 
the Colorado rivers. In a few places there are fertile, irrigated 
farms. In parts there are fine foreste;,'-whiie' other places are 
treeless and grassless painted deserts. 

VJhat is a District? 

The development of Navajoland, that is, the schools, the hos¬ 
pitals, the building of roads, the construction of dams, and many- 
other such services come under the administration of the Office' of 
Indian Affairs which is a part of the United States Department of 
the Interior. 

For goverrmiental administration in conservation of the range, 
in improvement of farming, and promotion of the general Y/elfare of 
the people, the Reservation has been divided into 1? land manage¬ 
ment districts. Tv/o additional districts (Nos. 9 and 13) are" lo¬ 
cated outside of the Reservation. liach district has a District 
Supervisor. He is a governmental official directly responsible to 
the General Superintendent. 

In most instances, each district is cojiiiionly known by name'. 

For example, Kaibito is the headquarters of District 1, so this is 
called Kaibito District. In District 17, Klagotoh is the district 
headquarters, so that is called Klagotoh District. Tlie full list 
of districts is given in Table 1. 

Table 1 


Navajo Land Management Districts 


• 

Dist. No. 

Dist. Name 

1 ' . . • 

Kaibito 

2 

' Shonto 

3 ■ 

Tuba 

4 

Pinon 

5 

Lcupp 

6 

(Kopi Reservation) 

7 

Cedar Springs 

8 

Kayenta' 

9 

Carrizo 

10 

Chinle 

11 

Lukachukai 

. ‘ 12 

Shiprock -.- 

■ • 13 

San Juan 

' 14. 

Tohatchi 

‘ 15 

Cro’vmpoint 

16 

V/ingate 

17' 

Klagotoh 

‘ 18. 

Defiance 

19 

Pueblo Alto - Lybrobks 










NAVAJO RESERVATION 

Projected on San Juan 
And 

Little Colorado Drainacje Map 













































































































































V'Jl'iat do :i'ou knov'i about your District? 

The Mavajos in every District face many problems. There is 
the problem of hov; to raise better sheep, and hov/ to conserve the 
range. There is the problem of hov; to improve farm lands; hov; to 
keep strong and vrell; how to build better homes; how to get better 
clothes; how to trade more advantageously. In brief, ho?; to make 
a better living is a problem that will alv;ays face the Navajo peo¬ 
ple, as it does all people. 

If one is to help solve such problems for himself and for his 
people, he should be well-informed a,bout conditions in his ovm dis¬ 
trict, about conditions in other districts, about conditions in the 
nation, a.nd about many conditions in other parts of the world.Gain¬ 
ing more knowledge about one’s ov;n district is a good starting point. 

jbe, 1-B Suggestions for further s tudy 

1. ITnat is the naTie of the District in which :/ou live? 

2. hho is the Supervisor of your home District? 

3- ^.h^t i.iouiitains, washes, rocks, or other prominent landmarks 
can you name and locate in j^our Dis'‘rict? (See 2, p.1-150)'''- 

1. hhat schools, hospitals, tradi.xg posts, or otlner cOi.imunity 
services can you name aixd locate in your District? 

5. Vdiut mountains, rivers, and other landnarks on the Reserva¬ 
tion (outside of your ov.-n District) can you nane and locate? 

(See 2, p.1-180) 

6. Prepare .an outline map of the Reservation and ].ocate and 
priri on it tlie nanes of rivei-s, mountains, T-nashes, mesas, and other 
landmarhis or places as you knov; them. 

7. Shat tovms and trading centers near to the Reservation can 
you name and locate? (See 2, o.1-180) 

3. Note in Fig. 1 that the boundaries of each district are ir¬ 

regular. These boundaries, for the most mart, fcllov; ridges,v;ashes, 
and ot’ier natural boundaries. Can j^ou na:ed-.he natural bcundaries 
of your hojn.e District? ; 



wns une navajo Reservation?' OSee 3, p.1-5; 
urge is the Navajo Reservation? (See 3, p.]-5) 

<a.rc some of the du+ics of the i)istrict~Suoer-'«n.sor? 
federal department a.cLministers the development of 


5) 


the Navajo Reservation? 


^'d^'ote:- Indicates rofcre:ices listed in section "3u 

reference and further reading” at end of each unit 


y.5stions for 






Sug>;estion5 for reference and further reading 


1. Dineh and Government by George A. Boyce and n. R. Fryer, 

mLmeo, Navajo Service, 1939. (A)-''- 

2. Dine Bikeyah by Richard Van Valkenburg, minieo, Navajo 

Service, 194l1^ (S)--' 

3. Navajo Indian Land, by E. R. Fryer, rnimeo, Navajo Service, 

Nov. 24, 1941. (A)* 






•''•Note: Symbols used after each reference arc as follov>rs: 

E - elementary reading level; S - secondary reading level; 
A - adult reading level. 


-6- 












GROWTH OF NAVAJO POPULATION 

EACH INDIVIDUAL REPRESENTS 3,000 INDIANS 






UI'IIT 2 - THE GROOTK OF THE NAVAJO PEOPLE 


Ex, 2-A Topics for study and discussion 

Study Fig. 2. Can you answer the follov/ing questions regardirig 
the gro;vth in Navajo population? 

1. (a) About how many Navajos v/ere there in 1785? (b) In 1870? 

2. From 1785 to 1870 covers'a period of hov/ many years? 

3. (a) From 1870 to 1900, about how many times did the Navajo 
population increase? 

(b) From 1870 to 1900 covers how many years? 

4. (a) From 1900 to 1935, about how many times did the Navajo 
Dopulation increase? 

(b) From 1900 to 1935 covers how many years? 

5. About how many Navajos were there in 1935? 

6. It has been estimated that there were about 50,000 Navajos in 
1940, This is about how many times the population in 1785? 

7. If the grass does not grow any faster from year to year, and 
if the range cannot support any additional sheep, would an increase 
in population reduce or increase the average number of livestock per 
person? 

Looking Ahead 

The Navajo people are increasing rapidly - faster than most other 
groups in the entire United States. This rapid grov/th poses many prob¬ 
lems in making a living. A fast-growing people must take steps to im¬ 
prove their way of life if they are to live well. 

At the same time, the rapid growth of the Navajo people presents 
many opportunities for their becoming a more and more important people 
in the life of the nation. Navajos, both young .and old, may w'ell think 
about ways in v^hich they may plan to take a stronger and stronger place 
in the li.fe of America. 

Ex, 2-B Suggestions for further study and discussion 

1. In Fig. 2, note that the dress of the people is the same for 
each year. Describe what the Navajo people probablj^ wore in 1785. 

(Soe 1, entire; 2, p.5-7, 11, 28, 55; 3, p.77-78; k, p.3-18) 

2. Explain where and how tho present Kavajo costume started. (See 
3, p.79; 6, Chap. 1, p.2) 


-8- 








3. Describe how the clothes which Navajos v/ear today differ from 

those vrorn in 1870. (3ee 3, p.79) ; 

1, It has been stated that the Navajo population is growing at a 
much faster rate than the hliite population of the United States. 

VJliat v/ould this suggest about the size of the fainilics of Navr.jos 
as compared v/ith T/hitos? (See 2, p.50; 5, p.1-3; 6, Chap. 1, p.l) 

5. Discuss some of the economic advantages and some of the,economic 
disadvantages of large families. (See 7, p.1-5) 

6. Discuss how a large increase in population might affect the 
possibility of one's supporting himself on the Reservation. (See 6, 
p.I-III; S, p.64-69) 

7. Besides increase in nujabers, v/hat other thirjgs are important 
if Navajos are to become a physically strong and an economically im¬ 
portant people. (See 8, p.69-74; 6, Chap. 18, p.1-3) 

8. Would an increase in population increase or decrease the neces¬ 
sity for good education? V.Tiy? (See 6, Chap. 16, p.9) 

Suggestions for reference and further reading 

1. Pageant of Navajo History , mimeo, Navajo Service 1940. (S) 

2. A S hort History of the Navajo People by Richard Van Yalkenburg. 
Mimeo, Navajo Service, 193S~T^). 

Navajo Life of Yesterday and Today by Katharine Luomala, rlimeo, 
National Park Service, 1930. (a) 

4. The Navajo Indians by Deane Coolidge & Mary Roberts Coolidge, 

Houghton Mifflin Co,, 1930, \k) 

Radio Broadcast ; Socio-Economic Problems by Solon Kimball, Mimeo 
Navajo Service, October'1938. (a) 

6, Dineh and Government by George A. Doyce and Z. R. Fryer, Mimeo, 

Navajo Service, 1939^ (T) 

7, Fundamentals of the Navajo Problem , Mimeo, American Association 
on Indian Affairs, Inc,, New York City, May IP-'tl. (A) 

8, Nahasdzaan Poo Bikaa' Dine'e Baa Haul' by Robert W. Young and 
William Morgan, Mimeo, Navajo Service, Ip/i-l. (S) 


-9- 






























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18?‘0'S 


NAV^O MIGRATIONS 

ONE FAMILY HAD A WIDE RANGE 
TO GRAZE TS SHEEP 



19 BO'S 


NOW MANY HERDS COMPETE 
FOR THE RANGE 




UNIT 3 - SMSEP AND THE GROV;’TH IN NAVAJO POPULATION 

3--A Topi cs for study and discussion 
Stud;/ Fig. 3 and consider the follov/ing questions. 


1. At.at does the upper part of Fig. 3 te].l about the sise of 
the range each family had for grazing in the 1880's? 

2. hliat does the lov/er part of Fig. 3 tell about the size of 
the range vdiich most faailies had for grazing in the 1930's? 

3. VJere there more families or lev/er families in the 1880's 
than today? 

4. If one of the families tod a;/ kept as large a range as the 
average range in 1880, how vrould this affect other families on the 
Reservation today? 

5. The Navajo people have often been called nomadic because 
they move from place to place to follov; the sheep and get good 
grass. Does Fig, 3 suggest that the people are more nomadic or 
less nomadic today than fomerly? VJhy? 

6. How might the increase in popuLation and livestock affect 
tl'ie number of young persons who must leave home and seek a living 
elsevrbere? 

The Competition for Grass 


VAien the Navajo people returned from Bosque Redondo in 1868, 
each family received a fev/ sheep from the Government, liith plenty 
of grass on v/hicii to graze, these sheep multiplied. In the 1680's 
most Navajo families had built up f.amiiy herds of sheep. 

During long dry periods, grass often became scarce but the 
flocks were able to graze over a wide area v.dthout one family seri¬ 
ously interfering v/ith another family. 

The introduction of horses and sheep to North ;vrr.erica was one 
of the first great influences upon Navajo life viiich the 'Initc m;m 
brought, for it v/as the Spaniards viio first brought horses and 
sheep to the Mev; j'orld in the 1500's. The Navajos quickly took 
advantage of raising livestock, but by the 1930's, earning a liv¬ 
ing from sheep had become more difficult for the Navajo people. 

The great increase in the number of sheep, and the great groyjth 
in Navajo population meant either a smaller range, for each flock, or 
the giving up of sheep by many families. In a sense, tlie many flocks 
v;ore getting in each other's way by 1930. Likevdse, the grass had 
been eaten down to the roots in many places. The sheep had increased 
to the point where the;^ Vvorc competing vdth each other for grass. 


-11- 





Ex. 3-B S uggestions for further study and discussion 

Through conversation'v/ith older Navajos end governmental v;orkers, 
through.observation of the. land vfneru you live, and through reading, 
find answers to the following: 

1. Tell hovf the Navajo people in the soutlwest probably made 

their living before the coming of the Spaniards. (See 3? 20, 

21; 3, p.Z,; % p.100-101; ]£; n) 

2. How did the coming of the Spaniards with sheep and horses 
influence the Navajo v/ay of earning a li\lng? (See p.56-59; 

5, p.l4; 9 p.101-103) 

3. Describe hovf the Navajo people lost their sheep in 1864 and 
got them back in 1863. (See 1, Chap. 1, p.2; 4, p.22-37; 9, p.103,104) 

4. Discuss some of the advantages of sheep to the early Navajos. 
(See 3 p. 56 - 63 ) 

5 . Give son.e reasons for the Navajo migraLtions in the 1880’s. 

(See 1^, p.57-58) 

6. vTny vrauld the Navajo sheep-herder have to be more of a no.mad 
than a sheep-herder on the Eastern seaboard or on the Great Plains? 

(See 3, p.60) 

7. In a region like the southwest, whg' would people idtli sheep 
ha^'e a more reliable li\dng than people w-holl^r dependent upon wild 
game? (See 1, Chap. 5, p.1-5) 

8. Give some reasons v.hy the Navajos have been able to keep their 
ways of life better than the plains Indians T<iio relied upon the buffalo. 
(See 3^, p.62-66) 

9 . Outline some of the iva'/s in v;hich an excess of sheep may de¬ 
stroy the value of the land. (See 1, Chao. 1, p.4~5; 1, Chao. 2, p.4-6; 

9, p. 105 ) 

10. ‘Explain vdiat is meant by the stater.ient that tiic sheep now com¬ 
pete for the grass, (See 1, Chap. 2, p.2~S; 2, entire; 6, p.2) 

11. most Navajo fa-iilies today have less opportunitj.' to migrate 
with their sheep than formerly. Hov/ would this affect their need to 
talce up different types of farming and other occupations? (See 6,p.l05) 

12. Indicate some other ways of making a living todag^’ besides the 
raising of sheep. (See d. 1-32; 33, p.1-27; Ij^, p.1-29; id, 0.1-33; 
16 , p.1-19; 17 , p.1-4; 18, p.l-29) 

13 . Give some reasons viiy the Navajo’ in the past has built one- 
room hogans rather than more perr.ia.ncnt houses. (See 1, Cliap, 1, p.3; 

3,-p.81-85; 8, p.4) 




14. How would the acquisition of sheep affect (a) the kinds of 
clothing of the Navajo people? (b) The diet? (c) The types of hous- 
ihg? (d) The daily duties of ineribers of the fainily? (See If'Chap. 
4> p.1-5) 


15 . How would a vanishing amount of grass'and a grovdng nurnber 
of persons affect the average income per person from livestock? 

(See 1, Cxhap. 1, p.2-6; 1, Chap. 13, p.2-4; 3, p.58-63, 81) 

16 , Contrast the quality of newer breeds'of sheep v/ith the 
older type of Navajo sheep. (See 1, Chap. 1, d. 1; 3, p.59? 7,n.3-5; 

9, p. 105 ) 

Suggestions for reference and further reading 

1. Dineh and Government b^^ George A. Bo 3 ;'ce and E. R. Fryer. 
Mimeo, Navajo 3er\lce, 1938. (A) 

2e Along the Beale Trail , Cla^f Lockett and Milton Snow. (S) 

3^ Navajo Life of Yesterday an d Today by Kathailne Luomqla.. 
Ivilmeo, U. 3. Deoartiiient of the Interior, National Park Service, 

1938. (S) ■ . v; 

4 . A Short History of the Navajo People by Richard Van Vallien- 
burg. Mimeo, Navajo Service, 1939. (S) 

5.. Sketch of the Navajo Tribe of Indians , Territoiy/ of New 
Mexico by Jonathan Lettorman - Annual Report of the Board of Regents 
of the Smithsonian Institution, 1855 - Mis. Doc. No. 113, pp.283-297• 
(Typed cop^/ in Window Rock library) (s) 

6, Fundajmontals of the Navajo Problem , Mimeo, American ;-ssoci- 
ation on Indian Affairs, Inc., Nev.' York City, May 1941. (A) 

Z* Mool Characteristics in Relation to Navajo heaving by 
James 0. Grandstaff, U. S. Department of Agriculture, Techjiical 
Bulletin No. 790, January 1942. (A) 

8. Navajo ' Trading by B'. Youngblood, Mimeo, U. 3. Department 

of Agriculture, Hay 1, 1935* (A) 

9. Imorovcment of the Navajo Sheep by Cecil T. Blunn, Reprint 
from Vol. 31 - The Journal of Heredity 1940, /uaerican Genetic Associ¬ 
ation. (a) 

10 . Origin of the Name Navajo by Edgar L. Hev/ett, iimerican 
Anthropologist, Ns., Vol. VIII 1906, (Typed copy in Window Rock 
library) (A) 


11 . Wild Tribes of New Mexico , Chapter XV. Manuscript in Window 
Rock Library. (A) 


-13- 








































12 . Livestock for Small Farms , Farmers Bulletin Ko. 1753? U.S. 
Department of Agriculture, 1936. (A) 

V 

13 « Farm Poultry Raising , Farmers Bulletin No. 1524, U. 3. 
Departiiient of Agricu.lture, 1933. (A) 

14 . Marl;eting Bggs, Farmers Bulletin No. 1378, U. S. Department 

of Agriculture, 1936. (A) 

15 . Marketing Poultry , Farmers Bulletin No. 1377? U. S. Depart¬ 
ment of agricultuTe, 1936. (A) 

16 . Business Records for Poultry Keepers , Farmers Bulletin No. 

1614 ? U. S. Department of Agriculture, 1929. (A) 

17 . Preparing Pullets for V/inter Raising , extension Circular 

Mo. 123 ? Nevj- Mexico College of Agriculture and Mechanic Arts, 1936. (S) 

18 . Poultry Keeping In Back Yards , Farmers Bulletin No. 1508, 

U. S. Department of Agriculture, 1932. (a) 

19 . Nahasdzaan ' Poo Bikaa ^ Dine ’ e Baa by Robert 17. Young 

and VJilliam Morgan, Mimeo, Navajo Service, 1941. (S) 



























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size OF CONSUMPTION GROUPS 

DISTRICT I 


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(D 


EACH SYMBOL REPRESENTS 6 FAMILIES 





UNIT 4 - HO'7 THE SIZE OF F.UIILIES AFFECTS LIVING 


Ex. 4-A Topics for study and discussion 

•Examine Fig. 4. It shov;s how many f.imilies of different sizes 
there are in District 1 (Kaibito District). 

1, Observe the title of Fig. 4. It uses the term "consumption 
group". This means the persons who regularly.' share their income and 
live close together. 

INiat Yfould be the difference in meaning betv/een the term family 
and the term consumption group ? 

Refer to Fig. 1 and tell in v/hat part of the Reservation Kaibito 
District is located. 

3. According to Fig. U, how many consumption groups does each 
sYTiibol represent? 

4. Hov/ many consumption groups in District 1 have from 1 to 3 
persons? 

5. Hoy; many consumption groups have from 7 to 8 persons? 

6. ITnat size of consumption group in District 1 is the most com¬ 
mon? 


7. (a) bliat is the size of the amallest consumption group? 

(b) iJliat is the size of the largest consumption group? 

8. GlcUice again at Fig. 3. If each band of sheep in the lower 

part of Fig. 3 were the same size, how v/ould the size of consumption 

groups affect the income per person? 

9. Prepare a vertical bar graph of Fig. 4. Show the number of 
consumption groups along the vertical scale, and show the size of each 
consumption group along the horizontal scale. 

Rural life and the size of farailies 


People who live in tow-ns and cities find the conditions uifavor- 
able to rearing large faiiiilies. This is because the fathers and often 
the mothers go to vrork in stores and factories to earn mone^/ for the 
rest of the family. The children cannot help because they are too 
young for vrork in stores and factories. V.Tiile the parents are vfork- 
ing, the children go to school and learn how to support themselves 
wlien they grow up. 

On the other hand, people vdio malce their li\±ng from farming or 
livestock need helpers in planting, in tending the livestock, in 


-16- 








gathering wood, and in harvesting. Cliildren often help v;ith these 
things. Hence rural people find that children are a great deal of 
help, as well as a joy, lpo their parents. Rural people tend to have 
large faiuilies. On the average, Hava jo families are larger than Tnite 
families in the United States. This vmis noted in Unit 2, v;hore it vras 
observed that the Navajo people were one of the fastest grov/ing groups 
in our countr 3 ^. 

The size of families affects income 

Families which are too large may make the people poor unless each 
person cen add his share to the income of the group. For example, in 
Fig. 1 note that District 1 and District 4 have about the same area. 

But there arc many more persons in District 4 than there are in Dis¬ 
trict 1. How v;ould this tend to affect the income per person in each 
of these districts if the natural resources are about the s.ame in each 
district? 

In District 1 there is a,ri average of O.S persons per square mile. 

In other words there are about 5 persons to eveiy." 4 square miles. In 
District 6 there is an o.verage of about 3^6 persons per square mile. 

That is, the population in District 6 is about Uh times as dense as in 
District 1. 

Unless the land in District 6 is much more fertile than in District 
1, the people will be much poorer. How can the people in the more crovjd- 
ed District 6 make a better living? Or how can large families cjny’.vhere 
make a better living? This is a problem which faces all people v/hother 
they live on the Reservation or somewhere else. 

One solution that has been proposed is to move to places where the 
land is more fertile. Another solution is for the members of each family 
to get enough education to learn new v/ays of making; a living. Still 
another solution is for parents to have no more children than they can 
support w'el],. ’ These are problems which every person must study for him¬ 
self if he is to earn a good liviuig and provide for his family to the 
best of his ability. 

Ex. 4-B Suggestions for further study and discussion 

1. Prepare a table of the size of consumption groups in which your 
classmates live, showing how many consuraption groups of different sizes 
are represented in 3 /our class. 

2. Examine the data in Table II - Population on Navajo and Hopi 
Reservations, 1940, (p.lOO). 

(a) Compute hov/ mainy persons per square mile there are in the 
District in v/hich you live. 

(b) Compute the average size of consumption groups for the 
District in v:hich you live. 

3. Prepare a table similar to Table II and then compute the number 
of persons per square mile for each District. Give 3 /our answer to the 
nearest tenth. 


-17- 





4. Compute the average size of consumption groups for each Dis¬ 
trict. Give your ansiver to the nearest tenth, 

5. (a) Vvhich District has the least number of persons per square 

mile? 


Table II - Population on Navajo and Hopi 
Reservations, 1940 


District 

No. 

Area in 

Sq. Mi, 

Population 

No. of 

Consumption 

Grouos 

Persons 

Per 

3q. Mi. 

Av.rsize 

Consiomption 

Groups 

1 

1,618 

1,682 

221 



2 

1,711 

1,193 

151 

i 


3 

2,749 

2,657 

354 



4 

1,421 

2,856 

336 



5 

1,269 

1,455 

160 



6- 

— 

— 

— 



7 

1,549 

2,719 

353 



8 

2,267 

1,720 

226 



9 

1,557 

2,285 

286 



10 

1,241 

2,995 

434 



11 

678 

1,495 

205 



12 

2,036 

5,534 

907 



13 

619 

1,232 

202 



14 

996 

3,209 

479 



15 

288 

625 

91 



16 

1,826 

5,536 

1,045 



17 

1,816 

4,449 

636 



18 

945 

3,893 

628 



19 

2,278 

2,800 

528 



Total 

( '4T T 

i .S6,914 

1 ' 

: Tt ___•_ 

48,335 

7,2-42 




(-'Nlopi Reservation) 


(b) VJhich District has the largest nuxfoer of persons per ' 
square mile? 

6. District 6 is in the Mopi country. The population there 
averages 3.6 per square mile. Can you suggest some reasons for 
District 6 ha\'lng a high population per square mile as compai’ed with 
other Districts? 

7. Districts 18, l6 and 14 have relatively large populations 
per square mile as compared with other Districts. Give some reasons 
in explanation of this. 

8. Districts 1, 2, and 3 have relatively lov/ populations per 
square mile as compared with other Districts. Give some reasons in 
explanation of this. 

9. (a) I'/icat Vs'-as the number of persons per square mile for the 
Reservation as a v/hole in 1940? 

(b) V'Jhat was the average size of consumption groups (to the 
nearest tenth) for the Reservation as a v/nole in 1940? 

-18- 



















10, Prepare a table similar to Table II, Consult an.atlas for 
the necessary information and determine the population per square 
mile of the follovring Stjates and countries: 


(f) New York 

(g) United States 

(h) Svdtzerland 

(i) Japan 

(j) England 


(a) Arizona 

(b) New Me:d.co 

(c) Ohio 

(d) Oklalioma 

(e) New Jersey'- 


11, It has been estimated that the population in land close by 
the Navajo Reservation is only about half as dense as on fhe Reser¬ 
vation. In towns and cities, however, it is many times more dense, 

EbqDlain v/hy people c^in earn a high plane of lidding in tov/ns v/here 
population is so dense, (See p,62-70) 

12, Now wuld an increase in population, as shown in Fig. 2, af¬ 
fect the population per square mile on the Reservation? 

(b) How might this affect the plane of li-'d.rig? (See 3, ?.5) 

13. List some of the advantages of large families for rural liv¬ 
ing. (See 9, p.1-13) 

14. List some of the disadvantages of large fa'oilies in modern 
times. (See 8, p.1-13) 

If. Suggest vj-ays in which family income may be increased. (See 1, 
Chap. 13; h, p.1-42; 5, p.1-32; 6, p.1-27; 7, p.1-29; 8, p.l-l) 

16. Discuss vrhy education becomes increasingly important where 
families are large and natural resources are limited. 

Suggestions for reference and further reading 

1. Dineh and Government by George A. Boyce and S. R. Fryer, ilinieo, 

Navajo Service, 1939. (A) 

2. Sketch of the Navajo Tidbe of Indians , Territor;/ o_f New Me:d . co - 

by Jonathan Letterman - Annual report of the Board of Regents~'of’~the~ 
Smithsonian Institution, ISff, Mis. Doc. Lq. II 3, pp.283-29?. (A) 

3. Navajo Trading by B. Youngblood. Mlmeo, U, 3, Department of 

Agriculture, Liay 1935. (A) 

4. Milk Goat Improvement , Bulletin Nq. I 54 Agricultural Experiment 
Station, New Mexico College of Agriculture and Mechanic Arts, 1926. (s) 

5. Livestock For Siuall Farms, Farmers Bulletin No. 1753, U. 3. 

Department of Agriculture, 1936. (A) 

6. Farm Poultry Raising , Farmers Bulletin No. 1524, U. S. Deoart- 

ment of Agriculture, 1933. (A) 


- 19 - 























7. Marketing Mggs , Farr-'iers Bulletin I'lo. 1373, U. 3. Depart- 

r-ient of Agriculture^ 1932. (s) 

8. Preparing Pullets for V;inter La,:ying , Bxtension Circular 
No. 123, New Mexico College of ..Agriculture and Mechanic Arts, 

1936. (S) 

9. liovj Ito Fam People Live Ip Compariso n '.'ith Cit7 People ? 

DSp The .'ixtension Service .and the -igricultural Adjustment Adnints- 
tration, U.3. Department of i^griculture, 1936. (s) 

10 . Indian Land T enure , ii^cononic Status , and Population Trends 
Part X of the Supplenientar3^ Report of the Land Planning Committee 
to the National Resources Board, Of.fice of Indian Affairs, 1935. (A) 


-20- 



















CHANGES IN NAVAJO HOUSING 


FORMER 





A SUGGESTED TYPE OF IMPROVED 2 ROOM HOGAN 




UNIT 5 r HOW MOUSING AFFECTS LIVING 

Ex, 5-A Topics for study and discussion 

1. Note the tj'-pes of hogan shov;n in Fig. 5. V»hich tj^'pe of 
hogan has the best arrangement for removing smoke from the fire? 

2. V/l-iich type of hogan is most difficult to stand up in? 

3. In which type of hogan v^ould it be most difficul.t to store 
trunks or build cupboards for storing food and other articles? 

4. VJhich type of hogan would cost least to build? 

5. If lumber v/ere scarce and the familj^ planned to live in a 
particular place’ for a short time only, which type of hogem might 
be■easiest to build? 

6. V'/hich type of hogan would allow the most sunlight to enter? 

7. hliich type of hogan would proba.bIy be more healthful by 
being less crowded? 

Advantages of common types of hogans 

The oldest type of hogan found on the Reservation is shown 
at the top of Fig, 5. It is shaped something like a teepee or 
cone V7ith a doonvay on one side, alv/ays facing east. Above the 
doorway is-the smoke hole. 

This >old-t3^pe of hogan is built of s::iall logs running up and 
dovnr. A slit is left on one side for the :;inoke hole and entrejice. 
Then tho logs are covered with m.ucl. Today, this kind of house is 
found principally where Lumber is scarce and trees are small. 

In former days, this type of house had many advantages. It 
vaas inexpensive, as no materials had to be purchased. It could be 
built quite easil5^ and quiclcL,^ v/itli simple tools. T’nis vn.s par¬ 
ticularly important, for the-people often moved from place to place 
follov/ing the sheep. Thus a family had houses in many olaces. 

Also i.t was fairly v/arm in winter and cool in simmer, for the 
earthe-n covering kept the heat of the fire inside in v;inter, rand 
kept out the hot sun in summer. 

The old-type of hogan is rather small, however. Also it has 
no v/indows. This rmakes it dark and keeps out the hea,lthful sun¬ 
light. In winter it is drafty and smoky. 

The most common type of hogan is illustrated in the center of 
Fig. 5. In this type of hogan the side v/alls are vertical, formed 
by logs laid horizontally. This gives more room to v/alk riround 
inside. The roof is hemispherical or dome-shaped, formed out of 


-22- 





logs arranged like an inverted basket or bird's nest. In the center 
is the smoke hole. Then the roof is covered v/ith earth. Sometimes 
the sides are covered v;ith earth too. 

The present type of hogan is said to be about one hundred years 
old. It is believed that the Navajo people learned how to make this 
tjU)® of roof by examining the kivas in the prehistoric pueblos. It 
began to make its appearance, too, when the people acquired steel axes 
and vfere able to notch logs more easily for the sides. Thus, long ago, 
the Navajo people wisely learned from man^^ peoples better ways of doing 
things. 

The present common type of hogan is more roomy than the older type. 
Like the older type of hogan it is cool in summer and fairly v/arm in 
winter because of the earthen roof. A disadvantage is that it is smoky. 
Too much smoko irritates one's eyes and m.akes them more easily attacked 
by trachoma. It is crov/ded when there is sickness in the home. This 
causes the spread of disease. Often, young children get too close to 
the open fire and are badly burned. 

Advantages of improved hogans 

An im.provod type of hogan is shown in the lov;er part of Fig. 5. 

It can be a single hogan or a double hogaru A tv;o-room hogan gives more 
privacy. Thus the children can retire early in one room and get a good 
rest v/hile the adults stay up to talk, h'hen a person is sick, the others 
can sleep in a separate room. 

Note that there arc'w-indov/s in the improved hogan. Sunlight can 
come through the i-,dndoY;s, The sunlight v.lll help to kill disease germs 
that lurk in the homes. There is also a v/ell-made door. This keeps out 
the drafts wbdeh cause sickness in the winter. An improved door could 
have glass in the upper part for more light. If w'indo'»/s and door are 
screened, flies which carry sickness can be kept out of the home. There 
is also a stone chimney. This draws off the irritating smoke and lets 
in good, clean air. A fireplace or stove at the side of the room re¬ 
duces the hazard of getting burned. 

The ir/iproved hogan shown in Fig. 5 is inexpensive to build. The 
windov/s can often be made from discarded pieces of glass. Adobe mud 
can be used as mortar for the chimney. 


Improved hogans can be made in many other ways. For example, in 
the case of a double hogan, the side walls could be made straight, ratlier 
than indented, or the two hogans could be connected v.dth an enclosed 
passageway. This would reqaire little additional material, and would 
allow more space inside for cupboards, chests, and storage space. 

Or a hogan could be made rectangular in shape, wmth either a flat 
or sloped roof. The exterior iralls could be made of adobe, ‘stone, or 
logs. The interior could easily be divided into tw'o or more rooms by 
partitions. 


-23- 



On the Navajo- R-eservation there are nari^ types of homes. Some 
are cirailar.. Some are octagonal. Some are rectangular. Some are 
earth-covered hogans.. Others are po.orlv constructed shacks. Some 
are made of logs, ayid some, of adob.e larick. Some have one room. Some 
have several room's. 

In manj^ v/ays,. improved, hopes can improve health.. The type chosen 
in^ any case vdll vary with the type of materials that can be sepured, 
and the knovdedge of ‘the builder as to the relationship between'hous¬ 
ing and health. 

Nome furnishings 

You will recall, as shovai in Fig. 3, that Mavajos used to move 
about v/ith their sheep more*than is possible today. Hence, house¬ 
hold furnishings all v/ere designed for easy transoortation on horse¬ 
back or wagon. This is still somevdat true, but less so. 

For example, the cradle board v.'as an excellent v/aj;- to carry an 
infant when vjalking or on' horseback. It is still excellent for such- 
purposes, Ho'wever, an infant also needs an opportunity to stretch 
and kick its legs in order to make them strong. In a more permanent 
home today, a small bed for babies could V^e made. 

hater still has to bo hauled in barrels by most families. But 
with less moving about, it vrould be possible for each member of the 
family to have his own ino::^en5ive or home--made drinking cup. Like¬ 
wise, in a more permanent home, ar^ ii'on stove can be installed. Cup¬ 
boards screened vdth v/ire netting or cloth can be made for storing 
food in such a v/ay as to guard against flies. Such thirms as tables, 
outdoor benches, and storage chests for clothes caii bo .made or pur¬ 
chased to add lo one's comfort. 

VT.ien homes are more permanent, more care must be taken bo Iceep 
the premises clean and sanitary,.. Some families can have \7ooden or 
cement floors which are less dusty. ,.'B,?nen floors are swept and washed 
regularly, disease is less likcly'to apread. Holes dug for burying 
garbage and tin cans vdll help keep disease-carryin.g flics away. 

Thus permanent homes make sanitati.Oii more possitle in soiae w.ays. In 
other ways they make sanitation more necessar 3 m 

The science of health and sanitation in the home, end tlic' study 
of home-care of the sick is one that all persons can study vjith 
profit, - ■■ ■ - 

5x. 3-B Suggestions for further study end discussion 

1. Shov: by a scries of sketches the different typos of homes 
v;hich are to be found in the District in which 2 ’ou live. 

2. From doctors, nurses, teach’ers, 'or books fiiid out hov/ such 
diseases as tuberculosis, trachoma, and measles arc spread in the 
home, (See 1 entire; 7, p.8-29; ID, p.256-269; jD, p.242-247; 16, 
p.338-343, p.411-418; 21, p.415-435) 


-24- 






3. Prepare a report on various wavs of preventing such diseases 
as tuberculosis', trachoma,' and influenza in the home.’ (See 1 entire; 

4, p.134-153; 6, P.101-113, p.128-141; 10, p.279-284; 13, p.119-134, 

?,253-259; 14, p.146-153; 15, p.223-233; 20, p,145-15l'r 

4. Make a report on ways of keeping the family water supply clean 
and sanitary,- (See ^5 p.397-403; 6, p.42-44;'9,' p.11-21; 10', p.l80- 
202; U, P,84; 12, d. 23-46; 13, p.306-310; 15, p.a8-420; 15, p,96-101; 

IS, p.313-330) 

5. Study Y-rarfs of eliminating flies, lice, and other insects in the 
home. (See 7, p.131-140; 17, p.148-157; 23, p.237-366; 1^, p.312-322; 

15 , p.366-367; 24, p.93-967“ 

6. With the aid of the teacher, secure prints of improved quarters 
designed by the government for Indian assistants and for private families. 
Discuss their advamtages and disadvantages in detail’. (See 2) 

7. Arrange' to visit and inspect several improved types of homes. 
Report on the types of materials used, methods of construction, types 
of improvements made, and their advantages for bettor living. 


8, Drav; an original’ sketch of a proposed hone with improvements 
that you would recorxiend, and show the interior in detail. 


9. Explain the meaning of th( 

(a) circle, circular 

(b) cone, conical 

(c) hexagon, hexagonal 

(d) octagon, octagonal 

(e) sphere, spherical 


following terms. (See ^2) 

(f) hemisphere 

(g) rectangle, rectangular 

(h) horizontal 

(i) vertic^il 


10. In order to take up vrork as a skilled draftsman or carpenter, 
one should be fainiliar with mathematics, particularly geometry. In¬ 
vestigate what geometry is about, and arrange to take up a regular 
study of elementary geoiiietry. (See 22 ) 

11. Prepare a list of the kinds of things v;hich might be made at 
homo for more comfortable and sanitary living. (See 3,'0.1-6) 


12, Make some article for improving your ovrn home. (See 3) 


13 . Consider things which the children might do to make 'the school 
building and grounds more attractive and sanitary, 

14 . Arrange vmth the shop teacher to learn more about methods of 
constructing improved homes. 


Suggestions for reference and further reading 

1. Jei adiih . Mimeo, Navajo Service, 1942, (E) 


-25- 



2. Tv/6 Pioom Quarters , Puilding Plan, File No. 11-45? Navajo Ser¬ 
vice, 1941 . (s) . . 

3 . Hogan Series . ?>timeo, Navajo Ser\i.ce, 1936. (S) 

4 . Cleanliness and Healtti by C. P. Turner and George B. Collins, 

Heath Co.", 1932. [e) 

Our Barth and Its Story by Gerald S. Craig and Cnldie M, 
Johnson, Ginn & Company, 1932. (E) ' 

6. A Biology of Familiar Things by George L. Bush, illlan Dickie, 

Ronald C. Runkle, American Book Co., 1939. (A) 

7 . Home Care of The Sick (A Syllabus For Community hnrkers and 
Schools ) Navajo Service, i^) 

c. Giidn H ealth Education for Papag o Schools by Edna A. C;erken, 
Llimeo, Sells Indian Agency, Januaim;^ 1940. Tb") 

UsQful Science by Henry T. •.'feed &. Fraiik A. Rexford, The John 
T/instonCoo, 1936^ Ts) 

lS)c Everyda'^^ Problems in Science by Clearies John Pieper and hh L. 
Beauchamp, Scott Fores,nian L Co., 1936. (S) 

Own Science Problems by George hh Hunter c?nd halter G. 
Ffnitman, American Book Co., 1935. (S) 

12 . Community - Health b^r c. E. Turner, and Georgie B. Collins, 

D. C. Heath «?: Co., 1932. (S) 

13 . Health and Good Citizenship by J. Mace Andress and 1. A. 

Evans, Ginn & Co., 1933. Cs) 

14 . Cleanliness and'Health by C. E. Turner and Georgie B. Collins, 

D. C. Heath 2: Co., 1932. ('s)” 

15 . Personal and Public Health by If. E. Burkhard, Ra^miond L. 

Chambers’and Frederick Tl, Ivlaroney, Lyons 2: Carnahan, 1936. (E) 

16 . Science In Our Social Life by George A. Hunter and I/alter 

G. f.Tiitman, American Book Co., 193~5. (S) 

17 . Our honder Iforld by Clr-^.e Fisher and Iiarion L. Langham, 

Noble 2c Noble, 1935. (e) 

18 . Discovering Ovir V/orld Thi-'ee - Basic Studies in Science, 

by Ifilbur L. Beauchamp, Mary Melrose and Glen 0. Plough, Scott Fores- 
man & Co., 1939. (E) 

19 . Broadcasting Health by j, Mace Andress and I. H. Gcldberger, 
Ginn cl Co., 1933'. (Sl 


-26- 













































20. Science Related^to Life b.v Frank Reh',''American Book Co., 
1932. 

21 . Scienc e Problems by IVilbur L. Beauchamp, Jbhn'O.' Mayfield, 

Joe Youna Most, Scott, Foresman & Co., 1939. (s) 

^2. Mathematics of Bveryday Life - G eonetr:/ Unit h^r George A. 
Boyce and Millard tJ. Beatty, Inor Publishing Co., N.Y.A., 1^36. (S) 

23 . Learning About Our LorId by Gerald S. Craig and Margaret 
S. Condry, Ginn Co., 1932l Cl) 

24 . Shop Pro.iects Based on Co.mmunity Problems by Myron G. 
Burton, Ginn f: Co., 1915. 


-27- 



















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UNIT 6 - FAiilLY LIF! 


Ex. 6-A Topics for study and discussion 

1. (a) Hov: many persons are there in the consumption group repre¬ 
sented in Fig. 6? 

(b) How does this compare with the typical size of consumption 
groups as shown in Fig. 4? 

2. Mote that the father in Fig. 6 is returning with water barrels 

which would be too heaAg' for the vromen or children to handle. \/hat 

other kinds of heaw vrark do fathers generally do? 

3. The boy in Fig. 6 is helping v;ith the sheep, lliat other thing 

do boys often do in helping the family? 

4. The girls arc grinding corn and weaving, hliat other kinds of 
things do girls of ^rour age often do in helping the family? 

5. The older vromen are cooking, and a,lso tending the very young 
children. VJliat other things do the women ta::e care of around the 
home? 

6. If the v/eather ’rero rainy or snow/ what safeguards would each 
member of the famil'/^ take to keep from catching.cold? 

7. Discuss the types of' food generally consumed at different 
times of the year. 

8. Discuss Yfhen food would probably be uaten during the da;^ by 
different members of the family. 

9. Discuss V'/ays in which food for the yotj young children should 
be different from that oaten by the older members of the family. 


10. Discuss the kinds of personal possessions v/hich each member 
of the family might have. 

Some problems coanon to all families 

People all over the world face sii.iilar problems. For v..xaaplo, 
getting a proper quantity/- and variety of food is a problem that faces 
all people. Shiii-larly, hoi-; to secure proper clothing so as to prevent 
exposure to cold, h^.at, rain, or snow is a probD.om which all hiuuan 
beings face, wherever they live. 

How to live haopil 3 ^, and hoi' to make friends are likewmsc impor¬ 
tant problems to all peopl;,.. Solving those probluns leads members of 
fanilies' to vrork together. Those familius which can provide their 
ow^n food, clothing, and slmlti^r wdthout help from other people arc 
more independent and free. Likevdse, fa dlies w'hose members work to¬ 
gether harmoniously are happiest. 


-29- 





Food a nd cl othing am ong tho Nava.ios 

For many Navajo families;, securing a sufficient quantity and 
variety of food is a difficult problem. One way for the Navajo peo¬ 
ple to improve their health is to study the value of certain foods, 
such as milk, tomato juice, and fruits and vegetables in keeping good 
health. Another viay is for more of the Navajo young peo'ple to learn 
nev; ways of earning a living so tliat the^r can earn more money with 
whi.ch to buy food and clothing. The'y must also learn how to make 
good use of their casli and to buy vdsely. 

In order to make a good living, Navajo farmei's must learn how to 
be good fcarmers. Navajo stockmen must learn hov; to raise the best 
stock possible. Many other Navajos must learn various trades so that 
they can earn a good living as carpenters, m.asons, truck drivers, nuT- 
ses, teachers, clerks, .and so on. 

To help out the poorer children, the schools keep a small supply 
of clothing on hand. The schools have only enough clothing for those 
v;ho need it most. Parents can do work around the school so as to earn 
this clothing for their children. Those families that have enough 
money to clothe their own children should do so. Then the poorer fami¬ 
lies can have a chance to earn clothing from the school. 

The schools provide noon .lunches for the children too. The meals 
at the school are good, but parents should give their children a good 
breakfast and supper, if the children are to keep strong and v/ell. 

Recreation among the Navajos 


Recreation among the Navajos has not posed difficult problems, for 
their pleasures have been simple and v/holesome. It has been fun to be 
with the sheep and out-of-doors. It has been fun to make fine jewelry 
of silver, shell, and turquoise. It has been fun to ride horses. Pe- 
ijig together vd.th one's friends v/ho occasionally cone to visit has been 
fun. It has boon fun just to sit in peace in tho v/arm sunshine. 

It has been fun to bo v/ith the children. ITien a relatix^e or friend 
has been sick, the family may hiavc had to solve tho problems of arrang¬ 
ing for a "sing", such as gathering the v.'ood, preparing tjic ecd-ra food, 
and planning paj/'ments for the medicine man and singers. It has boon fun 
to do onv..' s share in those things and to be with the large crowds of 
friends. 


However, nev; conditions are creating new problems. Better roads 
and automobile..s tend to keep people on the move. Ciiildir jn go av;cy to 
school for tho advantages of an ejducation. This tends to break up so.mo 
of the former family life. Unless the children make the best use of 
their education, they often return as unhappy misfits, dissatisfied be¬ 
cause they no longer have hot showers, soft bods, movies, and such things 

If the Navajo people are to continue to be a ha^oy people, th^y 
must learn better v;ays of keeping infants and children v;ell-f>-;d, well- 
clothed, and free from sickness. They must learn to earn sufficient 


-30- 





money or raise sufficient, foodstuffs to supply a good living. They 
must learn new ways of working together' in solving nev/ kinds of prob¬ 
lems* They must learn to spend their money wisely and not to v/aste 
it foolishly. They must also put their schooling to good use so that 
reading, science, manual arts, and other skills acquired at school 
vm.ll make their lives happier rather than create dissatisfaction. 

iix. 6-B Suggestions for further study and discussion 

1, Discuss the ways in v/hich children acquire sheep, horse, sad¬ 
dles, and other property from their parents and relatives. (See 3? 
p.22; 15, p.33-39) 

2. Discuss and investigate ways in which fathers and mothers can 
give better care to very young children. (See 4, p.149-158; ^,p.268- 
275) 


3. Reoort on ways in which learning to read can better the life 
of the people on the Reservation, (See 2, p,ll-]R, 64-68) 

4. 'Report Mays in I'iiich manual skills such as v/oodvrork, metalwork, 
tanning, better v/eaving, and the like can improve family life on*the 
Reservation. 

5. List the types of foods v/hich are pur charged from traders. Re¬ 
port Mays in which some of these might be raised on the Reservation so 
as to increase family income. (See 2, p,25-35) 

6. List the characteristics of v/hat you would consider a very 
good Navajo (a) v/omah, (b) man, 

7. Many young men and v.'omon who return home from boarding schools 
complain because they no longer can attend football gai.ies, there is 

no reading matter, there are fev/ dances, and jobs are scarce. Dis¬ 
cuss v;ays by which such individuals might relieve this dissatisfac- 
tion, (Seo'6; 7; 8; 9; 10; U; 12, p.99-101, 11.0-120; IJ, p.131-164, 
178-252; 14) 

8. Suggest Mays in which the family income should bo distributed 
when husbands or other members of the family are wage-earners, 

9. Many vrage-earners complain that they arc made unhappy because 
their relatives come and demand inoney or other gifts. Discuss v;hat 
attitude one should take in this situation. 

1C. Describe the custom of inheritance among the people in your 
area, (See 1, Chap. 1, p.3) 

11. Discuss Mays of organizing nev; types of recreation for students 
who return from boarding schools. 

12, Discuss wrays in v/hich provision is made for care of the poor, 
and suggest improvements. (See 1, Chap. 17, p.1-5, 7-lC) 


-31- 




13. Describe vmys in vihich the introduction of v/age-V'joi’k and 
cash increases (a) haopincss, (b) unhappiness. 

14 . Report on xiar^s’ in vdiich customs, beliefs, and ha.bit affect 
the exoenditure of income. 

15 . Discuss kinds of misunderstandings and difficulties which 
arise bct^^/con parents and children #10 return from school, (.See 1, 
Chap. 20, p. 29 , 30 ) 

Suggestions for reference and further reading 


1. Dineh and Government by George A, Boyce and B. R, Fryer, 

Mbmeo, Navajo Service, 1939. (A) 

2. Navajo Trading by B. Youngblood, Mimeo, U, S. Department 

of Agriculture, haj/- 1, 1935. (A) 


!• Navajo Tribe of Indians , Territory of Nevj 

Mexico by Jonathan Letterman - Annual Report of the Board of Regents 
of the Smithsonian Institution, I 8 S 5 ~ Mis. Doc, No. 113^ pp.2B3- 

297 . (S) 

4. Community Health by C. E. Turner and Georgie B. Collins, 

D. C. Heath Co., 19317^3)^ 

Health and Good Citizenship by J. Mace Andress and ?J. A. 

Evans, Ginn & Co. 

6. ' Active Ga/ues and Contests by Bernard S. Mason and Elmer D. 

Mitchell, A. S, Barnes &. Companj^, 1937, (S) 

7. Game s for the Playground , H ome , School and G:/m.nasiu m by 

Jessie FI, Bancroft, the Macmillian Co., 1922. (s) 

§.• Songs of the Cattle Trail and Cow Camp bv John A, Lomax, 

The Macmillian Co., 1931 , 1919 . “TsT” 

9. Handbook for Boys , The Boy Scouts of Imerica, 1936. (S) 

10 . Playing Mith Clay by Ida b’heeler. The Macmillian Co., 1939 (E) 

11 . Indian Craft and Indian Lore by Julian Harris Salomon, 

Harper 4 Brothers, 1928. 1/0 

12 . Hobbies for Girl s by Mabel Kitty Gibbard, Sampson Low, 

Marston & Co. Ltd. -(jr~ 

13 . Handicraft for Girls by Edv;in T. Hamilton, Dodd, Mead & 

Co., 1932':^ m 

14 . The Boys Book of Strength by C. bard Crampton, "TnittH cs.jy 
House, 1936 . (aJ 

15 . The Navajo Indians by Dane Coolidge and IiaiT Roberts Coolidga, 

Houghton Mifflin Co., 1930. (A) 


-32- 









































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NAVAJO MODE OF LIFE AND FOREIGN INFLUENCE 

NAVAJO HAS BEEN A GREAT ADAPTER IN HIS PROGRESS, BOPROWiNG 
MOST or HIS PRESENT CULTURE FROM OTHER PEOPLES•• PUESLOi, 

SPANIARDS, AND AMERICANS 


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UNIT 7 - PROGRESS OF TH'i] NAVAtJO PJOPLE 


7-A Topics. Tor study and discussioh 

li Note from Fig. 7 the kinds of foods, weapons, clothing, and 
utensils used by the Navajo people before the year 1600, 

(a) Discuss the kinds of plant foods probably used. 

(b) Discuss the kinds of meats and the v/ays in which they 
were probabl:,?- secured. 

(c) Discuss the kinds of garments and shoes Yiorn and how 
they v/ere made. 

(d) Di scuss v/ays in v/hich life was probabl^r more secure or 
less secure than today. 

2, In about what period were horses, sheep, and cows fjjrst ac¬ 
quired by the Navajos and by what means were they acquired? 

3. In about v;hat period did the Navajos learn to weave on a 

loom? 


4. In about vdiat period were peaches introduced in the south- 
v/est? T/here did they probably come from? 


5. In about vi'.at period did the Navajos commence to make silver 
from jev;elry? 

6. In about what period did the Navajos acquire factory-built 
v/agons? 

H ow the Navajos learned from other Indians 

An eicamination of Fig. 7 reveals that the Navajo people have 
been a very pi’ogressive people, learning nevi things in each generation. 
There is good reason to believe that the ancestors of the Navajos 
lived in Al.aska many centuries ago. NTien first reported by the Spanish, 
in the latter part of the 1500's, the Navajo people lived in stone houses 
(in contrast with the hogans shown in Fig. 5)^ and secured their food 
from farming and hunting. Obviously, many changes must have occurred 
in the Navajo way of living betw;een this time and the departure of their 
ancestors from Alaska. Undoubtedly many of these changes wore learned 
from other Indian tribes, and by the adaptation by the Navajos them¬ 
selves to new conditions. 

Historians believe that the Navajos learned from the early Hopis 
how to weave, either as a result of friendly visits or from captives. 

In those early days, the Navajos probably acquDU'ed shcll.s through trade 
v/itli tribes on the seacoast. Thus, through trade from earliest times, 
or through raids and plunder, the-Navajo people learned new things. 


- 34 - 





T!: e Nava,io peop le learned from the Spaniards 

On their v/ay to the southy/est from Alaska, the Navajos proba¬ 
bly lived a y\randering life of fighting. Upon settling in the south- 
vfest, they made a complete change and becarie farmers and hunters. 

Not until the Spaniards Ccime to the ncyr viorld y/ere horses, sheep, 
coy/s, and peaches introduced to this continent. Then the Navajos made 
another cojaplete change and became stockmen. This y/as a shrey/d change, 
for sheep provided food and clothing yrith probably much less labor and 
v/ith more certainty than desert farming and hunting. Horses made raid¬ 
ing possib3.e too, y/hich provided an excitir^g y/ay of rounding out a liv- 
ing. 


Raiding, on the other hand, kept them in trouble ymth other peopla 
The Mavajos learned from the early Anglo s 

After release from military captivity in 1C68, the Navajos re¬ 
turned to their homeland and achieved the most peaceful life they had 
ever knov.m. By assuring peace to their neighbors, they acquired peace 
and more securit'^ for themselves. Once again, the Navajo people took 
on an improved y/ay of living. 

After 1868, changes came increasingly fast. "Tith the introduction 
of silver, they learned v/ith astonishing rapidity to becor.ie masters of 
the art of silversmithing. Ney/ foods, such as flour, sugar, and coffee 
became a staple part of their diet. Types of clothing v/orn, particu¬ 
larly among the men, changed raoidly, as the merits of manufaccured 
cloth y/ere recognized. Metal cooking utensils became iridely used, and 
the art of making eartheni/are dishes disappeared among the Navajos. 

In short, the Navajo has become so accustomed to the sheep, the 
wool, the foods, the clothes, the y/agons, and the tools y/hich he has 
learned from other peoples to use, that it y;ould nov/ be impossible for 
him to live as he had to live before 1600. The Navajos have indeed 
been a progressive people, learning from other Indian tribes, from the 
Spaniards, and from the Anglos, 

The Navajo people v.dll undoubtedb,^ continue to l.:arn m-iny ney/ 
things from the rest of the y/orld. Their gr-^atest handicaps in this 
respect are the lack of a y/ritten language known by all the people, 
and lack of a knoy/ledge of English, "’/hen the Navajo people have ac¬ 
quired these tools they will acquire neyv ideas from nations all over 
the y/orld. 

Change and progress are different 

Many changes are being brought about by neiv conditions a::iong the 
Navajo people themselves. From Fig. 2 and 3, it will be recalled that 
the rapid groy/th of the Navajo people is forcing a more settled life 
upon them. The great increase in the number of sheep no'w makes it ii:i- 
possible for all families to have large flocks. Many people blindly 




- 35 - 







protest that they do not like change. But change is inescapable. 

The Navajo people, as ,already seen, .went through many changes even 
before 1600. 

At the same time, not all change is beneficial. There can be 
a difference betYJoen change and progress. The Navajo people are 
v/idely admired for holding onto Y/ays of living Yiiich are good in 
themselves. Their generosity to friends and relatives, their peace¬ 
fulness and caLm, their love of nature and beauty are things greatly 
to be acbiired* 

The Y-asting of hard-earned mone,y, the over-use of intoxicants, 
and a soft and costly laziness are types of demoralizing change 
Yd'iich Y’ould be for the Yrahse rather than for the better, h.ken there 
are so many changes taking place, and so many neiir things from which 
to choose, people have to guard against losing their heads. They 
must learn to use the neM things Yjisely. They must learn to reject 
things Yjhicli move one backY:ard. Both young and old Navajos today 
must constantly weigh the value of ncY/ Y/ays of living, and must 
learn solid values for life, 

Tx. 7-B Suggestions for further study end discussion 

1. IIoYiT dovjs the reading of fiction and other literature help 
one decide nc\'j Y/ays of good living? 

2. Hoy7 did the present costimie of the Navajo Y/omen come to be 
adopted? 

3 . In rdiat Y;ays did the coming of the Spanish cause a radical 
change in the Navajo way of living? (Sec 9, p,12-18) 

4 . In Y/hat Y/ays may science affect (a) the raising of livestock? 
(b) diet? (c) freedom from disease? (d) modes of travel? (e) cloth¬ 
ing? (f) recreation? (g) ways of earning a living? (Sec p.l-24| 

6, p.i- 14 . 29 - 42 , 542 - 550 ; 7 , p.5-e) 

3 , Hoy/- may tl;ic acquiring of a greater YYaricty of goods affect 
the happiness or unhappiness of the people? (See 4? p.4-5) 

6. ^Tiy is it impossible to stop "change"? 

7. It 'i.as often been said that acquisition of a'written lan¬ 

guage .would bo the greatest factor in promoting change amorvy the 
Duople. explain Yfhy this is so. (See 1, Chap. ],6, d. 6-9; 2, 
p.lllV, 74, 76 ) ^ 

8. It has also becri said that the building of good roads thro 
throughout the Reservation v.rould bring a swouoing change of 3.ife 
among the people. explain \i\iy this is so. (See 1, Chap. l6,p.]-4) 

9. ^Hiat are some of the dangers of too rapid a change in the 
mode of life? 


-36- 




/ 

10. Describe some of the iiTiprovenents in living today on the 
Reservation as compared v/ith IC 50 , (See 3, p.8, .9, 11-255 4jP.5-6) 

11. Describe some of the changes among the Navajos since 1850 
Y/hich have been of doubtful value. (See 3? p.10-25) 

12. List some of the possible changes v.'hich YYOuld be beneficial 
in regard to (a) housing, (b) diet, (c) infant care, (d) trade, (e) 
medical care, (f) schools, (g) political organization. (See 4,p.5-6, 

101-109) 

13 . bTiat nev7 skills v/ould you particularly like to acquire? 

Suggestions for reference and further reading 

1. Di neh and Government by George A. Boyce and B. R. Fryer, Mimeo, 
Navajo Service, 1939*1! TaI 

2* Nahasdzaan Dqo Bikaa * Dine *e Baa Ha ni ' by Robert '’.7. Young 
and b'illian L'organ, llimeo, Navajo Service, 1941. (S) 

2' Sketcn of ^e Navajo Tribe of ^n_d ians. Territor y of Hew 
Mexico by Jonathan Letterman - Annual Report of the Eoai’d of Regents 
of the Smithsonian Institution, 1855 - Mis..Doc. No. 113? pp.283- 
297 . (Typei'/ritten cop37’ in Navajo Service Library;") (a) 

4 . Navajo Trading by B. Youngblood, .^limeo, U. S. Department of 
Agriculture, Navajo Service, Hay 1935. (A) 

Z* Science In Our Social Life hy George H. hunter and L^alter 
G. Hhitman, A.ierican Bool: Co., 1935. (S) 

6. S cience Oiix ^ Torld of Pro press by George IN Hunter and 
Halter G. "Thdtnan, 1935. Ts) 

Z* Science Related t_o T ,ifc oj Frank Reh, iv.ierican Book Go., 

1932 . (sV 

8. Med ical Dictionary , English to Navajo , Medical Division, 

Miraeo, Navajo Ser^/ice, 1941. (sl 

Z* 7he Navajo Indians by Dane Coolidge and Har"/ Roberts Coolidge, 
Houghton iliiflin Go., 1930. (A) 





























FORAGE CONSUMPTION OF LIVESTOGI'; 
































































UlIIT 8 - im FAPJ'i AWII'IALS AFFECT THE RAEGE 


Ex, 8-A T opics for study and discussion 

1. Accordinr^ to Fig. 8, hov; does the amount of grass needed by 
one goat compare v/ith the amount needed by one sheep? 

2. A cow eats hov/ many times as much grass as a sheep? 

3. A horse eats hov/ man 3 '- tliies as much grass as a sheep? 

4. If a sheep needs 25 acres of grass on the Navajo Reservation, 
how many acres would a cov/ need? How man^/' acres would a horse need? 

5. If 25 acres of grass will provide forage for one sheep for 
one year, how long would 25 acres feed one cov/? About how long wuld 
25 acres feed one horse? 

6. The amount of forage needed by one sheep is called one unit 
of forage, viiether in tons or acres. How many units of forage would 
be needed by one cow? By one horse? 

The effect of grass upon livestock 

An ample amount of grass vd.ll keep an anliial in good condition. 
An insufficient aimount of grass v.dll cause livestock to be thin and 
sickly. 

Consider what happens vden a sheep has to keep running a.ll day 
in order to fill its bell;^. Ordinarily, when a sheep eats grass, 
the animal begins to grow fat and grow good wool. But when the sheep 
has to keep running, it has no chance to put on fat. The energy from 
the grass is used in just keeping the sheep moving, 

lii one sense, grass ds money to the Navajos, That is, they can 
get m.oney out of the grass if. the sheep have a chance to convert the 
grass into v/ool and meat. The iyavaj.o people do not get much money 
out of the grass when it is used in merely/ keeping the anlnals run¬ 
ning around. Animals which must run all day long are --like a fire 
spreading over the range. The grass d.s.wasted. 

Different animals eat different anounts 

As seen in Fig. 8, different Idnds of' anmals ea-t. dd.fierent 
quantities of grass. A horse, for example, requires five times as 
much grass per day as does a sheep. This is important when grass is 
limited. Thus, a i.ian with only 25 acres of range-might be able to 
keep one sheep, but he could not possibl;.- keep-a horse on this space 
without the horse eventually destroying the grass and dying from 
starvation. ; . 


-39- 






■ / 

Breeding also affects the quality of livestock 

in animal cannot stay in good condition unless it has suffi¬ 
cient food. Bor can it stay" in good condition if it must run all 
da;" long in order to get grass. 

On the otlier hand, even good grass will not mahe a good aniraal 
out of one that is from scrub stock. Everyone knov;s that a short 
man and a short woman are likel:" to have short children. No amount 
of milk, mutton, or other food wall i.iake this short child grow into 
a tall man. The saiue is true v/ith sheep. 

No abundance of grass vdll make good sheep out of lambs uhat 
have been bred from poor stock. To raise good lambs, one must not 
only have enough grass for ::,ood feediin^, but he must also breed from 
superior ewes and rsjns, 

Good care ^s_ needed too 

It is co.iimon knoriedge that a good race horse requires more care 
than an ordinary farm horse. The sane is true of other animals, A 
milch co'v requires salt, plenty of wateiy an abundance of grass, and 
skillful milking at regular hours, ti.dce a day. A cow is i.iuch harder 
to care for than sheen. 


wSheep, hovjever, require good care too. They need vjater rcgi;darl7, 
salt, and protection from the hot sun at noon-time i/here possible. 

They need to be herded in such a way that they all have an equal chance 
for grass. Thcj?- need to be dinped in the spring to kill the ticks and 
lice ■'..tiich reduce thu quality and ajaount of Y70 o 1. Tlicro are many skills 
v;hich the stoclcnan must learn if he is to be a highly successful stock- 
man and gc;t the most money possible out of his grass. 

Ex. 8-B Su^rostions for further study and discussion 


.1, Adth the help of 3"our teacher, learn all you can about how 
animals change grass into j.ieat, fat, and fur. (bee 1, 62-70. 

92-95; 8, p. 233-240; 9, p. 71-102, 141-144; 12, 0.143-152; 13, p.61-62; 
14, p.99-107; 15, 7.3^5-385) 

2. V.^ith the help of your teacher, le.arn all you can alout how 
plants groTf by absorbing water, carbon dioidLde, ar,d minerals, (fee 
1, P.72-C9; 2, p. 54-63, 69-74; 3, p. 52-58, 243-2.47; 4, p. 79-94; 6, 
p. 159-167; 11, p, 141-149; y, p. 324-332; 13, p. 241-255; 14, b.209- 
223; 16, p. 311-312; 17, P.3G-52) 

3. Learn ho'n different pla.nts scatter their seeds so as to pre- 
serve the range. (See 2, p.k^-67; 3, p.206-223; 5, p.55-65; 7, p.54- 
61; 8, p.241-259; 9, p.22-43, 113-130; ]^, p.493-500; 11, p.iy;5-149; 

]^, p.271-281; ]^, p.140-152) 

4. From range riders or other goverument imork.ers prepare a re¬ 
port on proper wa:’s oi herdin^ and breeding so as to raise tlie best 
sheep possible. (See 21, p.35-45, 54-58; 22, p.68-71) 

-40- 







5. Investigate and report on proper v/avs oi training colts and 
taking care of them. (See JB, p.1-20; 

6. Through the aid of your teacher and local stockmen, report 

on the merits of different breeds of (a) sheep^ (b) goats, (c) horses. 
(See 20) 

7'. Study and report on how improved breeding improves livestock. 
(3ee 9, p.505-552) 

S uggestions for reference and further reading 

1, Science Stories , Book Two, by V/ilbur L, Beauchamp, Harriet 
M. Fogg, Gertrude Cramoton and i/illiam S. Gray - Scott Foresman & 

Co., 1935. (E) 

2. Science Stories , Book Tlicee, by Villbur L. Beauchamp, Harriet 
LI. Fogg, Gertrude Craapton and ''/illiam S. Gra'^^, Scott Foi'esman & Co., 
1935- .(E) 

3* Oui^ '’Lide , i-Tide World , Path wrays In Sc ience by Gerald S. Craig 
and Sara F. Baldvjin, Ginn & Co., 1932. ~T^T~ 

k, Out- of - Doors by Gerald S. Craig and Sara S. Baldwin, Ginn 
& Co,, 1932. (e) 

_5. Huntinr by Edith M. Patch G Harrison E. Howe, MacraillsJi 
Co., 1936. ~Tt) 

6. Through Four Seasons by Edith M. Patch and Harrison E. Hov/e, 
Macmillan Co., 1933. TeJ 

7. Our Wonder World by Cl/'de Fisher and Llarion L, Langham, 

Noble & Noble, 1935'^ Cl) 

8. Dis coyeri ng Our LTorld by Wilbur L. Beaucharap, Glenn 0. 

Blough snd Mary Melrose, Scott, Foresman & Co., 1938. (e) 

9. Ever yday Problems In Biology by Charles J. Pieper, "lilbur 

L. Beauchamp and Orlin D. FrarJcs, Scott, Foresman (Tc Co., 1936. (A) 

1^. Scienc e In. Our World of Progres s by George W. Huiitei* and 
Walter G. l,Tiitman, American Boo.'-: Co., 1935. (S) 

11 . E veryday Problems ■ In Science by Charles John Pieper and 
Wilbur L. Beauchamp, Scott, Foresman Co., 1936. (a) 

1_2. Broadc asting H ealt h by J. I'lace and I. H. Go].dberger, Ginn 
& Cog 1933. gl) 

13 . Learning About Our World by Gerald S. Craig and Margaret E. 
Conciry, Ginn A Co., 1932. Til 





























/ 


1 / 4 , T hrough Four Seasons by Edj.th M. Patch and Harri.son F. 

Kowe, The Macmil].an Co,, 1937. (S) 

15 . Science P roblems by hilbur I-. Beauchamp. John C, -ivia^j^field, 

Joe Young h'est; Scott, Foresnan '1 Co,, 1939. (s) 

16 . I ly Ch'/n Science Problems by George 7J. Hunter and V/altOr G, 

■71iitm.an, .uiierican Book Co., 1935. (S) 

17 . F ields and Fencerows by Y/alter P. Porter and Einar A, Hansen, 
iccerican Book Co., 1937. TaJ 

18 . Breakin g and Trainin g Colts , Farmers Bulletin No. 1368, IJ.S. 

Department of Agriculture, 1923. (S) 

' * 1 

19 . Feeding H orses , Farmers Bulletin No. IO 3 O, U. S. Department 

of Agriculture, 1934. (A) 

20 . Breeds of Draft Horses , Farmers Bulletin No. 619, H. S. 

Department of Agriculture, 1936. (A) 

L ittle Herder In Soring 'by Ann Clark, U. S. Department of 
Interior, 1940. "H?) 

22 . Nahasd naan Poo Bikaa * Dine* e Baa Hani* by Robert VJ,. Young 
and VJilli.am Morgan, Mimeo, Navajo Service, I 9 / 4 I. (S) 


-42- 




















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HE MERITS OF DIFFERENT LIVESTOCK 


















































UNIT 9 - ’THAT KIND OF LIVESTOCK IS BEST? 


E x, 9-A T opics f or study and discussion 

1, Accor*din 3 to the upper left hand sketch in Fig, 9? what 
things do goats pro-'/ide? 

2. In the second picture in Fig, 9, v/hat do horses provide? 

3. According to the upper right brand sketch in Fig, 9, do 
cattle pr*o\Q.de (a) meat? (b) hides? (c) what else? 

4, According to Fig* 9, what things do sheep give the people? 

5» From your study of Uhit C, the forage required one cow 
is (a) how many times as touch as required by one sheep? (b) the 
forage required by one horse is hovi many times as much as required 
by one sheep? 

6. ITnich kind of livestock appears to offer the greatest vari¬ 
ety of return? 

7, (a) Uould it seem better to have many goats, or a small . 
number of goats in one's flock? VJliy? 

(b) Could a stocloian get along vrith no horses? 

(c) ■'Tould it be better to have man^’^ horses or only the 
number of horses absolutely required for transportation? V-Tiy? 

(d) Lhich v;ould seem to have more merits to the Navajo, 
sheep or cattle? hliy? 

Comparing (different kinds of livestock 

A horse eats five times as much forage as a sheep. Does a 
horse pay five times, as much return as a sheep? This depends, of 
course, upon the market price of sheep, wool, and horses. There 
is the disadvantage, hov.rever, that if one loses a horse through ac¬ 
cident or disease, the ovmer loses much more money than when he 
loses one sheep. Then, too, horses do not bring a high price un¬ 
less they have been very well trained. To break a colt properly 
and train it requires considerable time and skill. Not every stock- 
man has this skill. Unless one is able to use all of his horses, 
they are simply standing around'and eating valuable grass. Probably/ 
onl^r the wealthy can afford to keep manj^ horses, and the man who 
keeps man 3 ^ horses on the range is probabl^^ using too large a share 
of the people's range. 

Goats arc said to bo helpful to the Navajo people in leading 
the sheep. Only a small niumber of goats is needed for this purpose. 
Goats provide some mohair, for fine ivoaving, but this is not as 
profitable a use of the grass as sheep are. Goats also provide 
some milk. , . 


-44- 





Milk is an oxtrcnely important part of a ^^^ood diet. Navajos 
need milk for i_ood health. There is a difference of opinion, how¬ 
ever, as to wliat is the best source of suoply of milk for Navajos. 

Let us consider some of the facts. . . 

A [pod milch goat is best, if one is to have goat's milk. But 

a good !:iilch goat requires good care, regular milking, and good feed 

if- it is to produce the maximum amount of milk. Also, home-produced 
milk must be sanitarj^, othervri.se it vdll produce sickness rather than 
good health. Milk must bo collected in clean dishes, and kept free 
fro.ii flies. 'Men dirt and flies get into milk, disease is spread. 

Some persons recommend canned milk for Navajos. Carmed milk 
has the advantage of being clean, so long as the can is unopened. In 
an unopened can, it Me-^ps for a long time in v/arm weathm-’, and is 
easily carried from place to place. Canned milk can. bo purchased 
from tradvjrs. 

On the other hand, canned mi.lk is often expensive and talces 

cash. Then, too, flies can into an open can, if the milk is un¬ 

used, just as vjcl] as they get into an open dish. Also, an open can 
of milk gets souc if kept very long. This sou"^ milk is often not 
cluan and is not good for infants. Sour milk is not the saiae as frush 
milk, 

V'Jhetlier one should use canned milk or goat's milk depends, in 
short, upon whether or not one is in a position to i:eep the milk clean 
and. take good care of the goats. In any event, for a well-balanced 
.flock, one should not have too mam/' goats, if ho is to get tlie greatest 
return from the range. 

LMat about cattle? They provide. good neat and hides. But tlvey 
eat foul' tLmes as much grass as sheep do. Bo they pay the pconle four 
times as much money? Probably not, unless grass is plentiful and one 
has become an expert cattleman vri.th a large herd, 

Blx. 9-B Sugg est.ion5 for .'further study and discussion 

1. ■'■liat were the a.dvantages of having many horses soi.ae 75 yaars 

ago? (See 1, Chap. 2, p.1-8; p.6l-65)^ 

2. "jhat are the disadvantages of having, too-many horses today? 
(See 1, Cliap. 14, p.5-8) 

3. ’.'liat advantages do automobiles have over horses? l/hat dis¬ 
advantages? 

4. (a) Find out the best ai-ice an average 'bv/o-'^ear old colt wou] d 

bring. 

(b) Find out how much cash tb e l,Dmbs froi.i 5 ev/es vrould return 
in t'l’.’O years' time. Use the present price of lambs a,nd assume an SOf> 
lamb crop. (See 2, p.l) 


-4:1 




(c) Find out how much the v/ool from five ewes vrould bring in 
tvro 3 ^ears' time. Use the market price of vrool. (a superior ev/e, 
V;ell-bred, itouIq produce a wool clip of about eight pounds per year 
in Arizona and New Lloxico, although the Reservation average is near¬ 
er 5 pounds*) 

(d) From your answers to the above questions, hvhich would* 
bring the greater revenue in tvra years, one horse or 5 ewes? How 
much more? . (Five ewes are being compared vjith one horse, since a 
horse eats as much as five ewes*) 

5. Compare the mone^^ return from one cov; for tv.o years v/ith the 
money return from 4 ewes for two ^'■ears, (Four ev/es are being com¬ 
pared one cow, since a covi eats as much as four ewes.) (See 2, 

P.l) 


6. Compare the money return from one goat for one year ruth the 
money return from one ewe for one year. 

?. Discuss the risks involved in raising horses for commercial 
income, 

C. Discuss t’le risks involved in raising cattle for money pur¬ 
poses. 

9. UT'm up a list of the proper way of raising f.ood lambs. Con¬ 
sider such items as (a) breeding, (b) lambing, (c) docking and cas¬ 
trating, (d) dieping, (e) herding, (f) salting, (g) watering, (h) 
protecting from coyotes, (i) pooling several flocks under the care 
of one shepherd. (See 1, Chao. 2, o. 10-14; 3, -3.6, 14-18, 27; 4, 
p.1-23; 5, p.1-60; 6, p.l52; 7, p.1-11; 8, p.1-24; 9, p.41-42,54-57) 

Suggestions forreference a nd fu rther reading _ 

2. * Hineh and Government by George A. Loyce and F. R. Fryer, 

Mineo, Navajo Service, 1939. (A) 

Production - Sheep - Table comoiled by L’^le Young, Navajo 
Service, 194T. Ta) 

3. Range Sheep Production , Farmers Bulletin Dq, 1710, U. S. 

Department of Agricultui"e, 1933. (A) 

4. Buying and Feedint Lainbs, ^Lxtension Cirailar 230, Iowa 
State College, 19402 TsT" ” 

_5. Fattening Lambs In Arizona , Bulletin No. 109, University 
of Arizona, 1925. (S) 

6, Rualit^g Lamb Prodjiction, Rulletin P4, lov.^a State College, 
1940.“ (s7^ 

t 

2* Castrating and Pocking Lambs , Farmers Bulletin No. 1134, 

U. S. Department of Agricultui-e, 1930. (S) 






















Cottonseed Meal Variou s R ou^diages as Fattening Rations 

For Lambs , Nev; Mexi.co College of Agriculture L Aiecluinic Arts, 1929. (S) 

2* ^^^ttle Herder In Spring by Ann Clark, U. S, Department of 
Interior, 1940. (E) 

10 . The Papago Indians of Arizona and Their Relatives , The Pima 
by Ruth Underhill, U. S. Office of Indian affairs, Education DiAdsion, 
1940. (S) 
















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A POOR HERD VS. A GOOD HERD 


POOR HKRO 
160 SHEEP UNITS 


GOOD HERD 
160 SHEEP UNITS 




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5 

RAMS 

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133 

EWES 


W W W S RAMS 
\i!>AA 2 GOATS 


TOTAL INCOME m 0 TOTAL INCOME | 

Fig. 10 


r? I BUCK 


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UNIT 10 - HOIT TO BUILD UP A GOOD H^M) 


Bx, 10-A Topics for study and discussion 

1. (a) According to Fig, 10, hov; many sheep units are there in 
the poor herd owned by this particular stockman? 

(b) Flow many sheep units are there in tlie good herd shown in 

Fig. 10? 

2. (a) Fiow many horses are shown in the ooor herd? 

(b) Since each horse eats five times r?.s much as onp sheep, a 
horse is said to be eq^ual to fi’ve sheep units. Now many sheep units 
would 12 horses be equal to? 

3. (a) Fiov: m.any cov7s are shown in the poor Fierd? 

(b) Since each cow eats four tiraes as much as one sheep, a 
cow is said to be equal to four sheep units. Flow many sheep units 
v/ould four cows be equal to? 

A. (a) If ei.^ht of the tvjelve horses v;ere replaced vrith sheep, 
how many sheep could be added to one's lioldings without changing the 
amount of forage consumed? 

(b) If the four cov/s v;ere replaced with sheep, how many sheep 
could be added to one's lioldings without changing the amount of for¬ 
age consumed? 

5. In Fig. 10, note that 10 wethers (in the poor lierd) have 
been replaced vrith 10 qvvqs (in the good herd). Flow would this in¬ 
crease income? 

6. In Fig. 10, note that 18 goats (in the poor herd) have been 
replaced in the good herd with two milch goats, one buck goat, and 
15 ev/es. Fiov/ v/ould this increase income? 

7. (a) Fiow v/ould replacing 8 of the liorscs v/ith 40 ev/es increase 
income? 

(b) Fiov/ v/ould replacing 4 cov/s v/ith l6 ev/cs increase income? 


8. In Fig. 10, tlic income from both herds was computed on the 
basis of prices in 1936. 

(a) About v/hat v/as the income in dollars from the pooi‘ herd? 

(b) About v/hat was the income in dollars from the good herd? 

9. On the basis of present prices, compute (a) the iiicomc from 
the poor herd shov/n in Fig. 10, (b) the income from the good herd 
shov/n in Fig. 10. 

Increasing livestock income 

In Unit 3, it v/as pointed out ti at th^ Navajo range is much more 
crov/ded v,ath livestock today than it v/as many years ago. In Unit 8, 
v/e noted that a cov/ consumes four times as much forage as a sheep or 


-49- 






goS.t, A horse eats five tir.ies as much forage as a sheep or goat, 
fn Unit 9, v’e compared the merits of sheep, goats, horses, and cat¬ 
tle in the Mavaio country. 

Considering all these things, v/e face a very real problem, "liat 
kinds of livestock sk.ould a family have to mal^e the best living from 
a crov/ded range? 

An examination of Fig. 10 suggests an ansv/er. In this sketch a 
good herd is compared with a poor herd. Both herds require the same 
amount of forage. But one brings a greater income. Hov: is that? 

The progressive stockman has sold eight horses which he did not 
need. He replaced the eight horses y/ith /+0 good ey;es. The y/ool and 
lanbs from LfJ ewes bring a better income to him than his eight extra 
horses. 

Perhaps someone y/ill ask, "Hov/ could he get enough money from 
eight poor horses to buy AC good ewes?” 

Obviously, if they Y;ere very poor horses, they v/ould bring but a 
few dollai's apiece. This yrould not be enougli to buy UO good ewes. 

But if the horses y/ere poor stock, it would be all the more important 
to replace them y;ith good stock. The Navajo people do not have enough 
grass to yjaste it on poor stock. 

In such a case, the Yvise stockirian has sold his extra horses for 
as much as they y;ould bring. He probably purchased as many good qyiqs 
as possible, hath these nev^ ew'es, by keeping their l:-imbs for several 
years, he ^raduall 3 q built up his flock until he had 40 good ewes. 

Similarly.’-, the wise stoclcnan illustrated in Fig. 10, soD.d his 
four cows. Uith them he purchased as many good evres as possible. 
Gradually he built up this part of his flock until he had 16 good 
ewes instead of four cov'S. 


You will note that the ovner of the good herd has replaced 10 
yrethers Y.dth 10 good ey;es. •vethers are unproductive. So he orobably 
sold them and bought as many good ev/os as he could. Or he kept ton 
of his best lambs. 

In the case of the goats, he disoosed of 15 of them, and kept 15 
good lambs onsj ’/^ar so as to build up a bettor herd. Thus by good 
management, he is noy; in a position vihevc his income each 3 A<.,ar is con¬ 
siderably more than it was v;hen he had a poor herd. If the Navajo is 
to be a stoclonan, he must be a progressive stockman in order to get the 
most money from his range. 

■'he, IQ-B S uggestions for further study and discussion 

1. Prepare a r'..port explaining vdiy sheep arc a more secure income 
for the Navajo stoclmian than horses, cattle-, and goats. (Scc 1, Chao 

2, p.6-10) - '* • 


/ 





2. Exaiiiino tho herd of your parents or some stockman close to 
3 ^our school, and outline in detail a plan for building up a better- 
pa^^ing herd of the saiae number of sheep units. Consider such items 
as (a) t^^pes of livestock nov/ ovmed, (b) methods of selling most ad¬ 
vantageously'- arg'- stock that might be sold, (c) culling, (d) sources 
of supple." of improved rams, (d) breeding recommendations, (See 1, 
Chap. 2, p.2-14; 2, p.108-112; 1, p.152-180; 5, p.1-11; 6, p.i-30; 
n, p.1-10) 

3* B;,'- consulting the District Supervisor, range rider, the sheep 
laboratory at Uingate, or governmenta]. publications compare the merits 
of different breeds of sheep, such as old-type Navajo, Rambouillet, 
Romne 3 r_, etc* (See 9, p.1-14; 10, p.103-10/+; 1^, p.13-16) ' 

/ 

/+. Investigate the methods of orooer care of niiich goats. 

(3ee 7, p.3-42; 8, p.1-34) 

5. Investigate the merits of different breeds of horses for 
general farm purposes. (See 6, p.1-30) 

6. Study and report on the possibilities and difficulties of 
feeding laiiibs for market, (See 3j p.3.1-23) 

7. Through your District Supervisor, get information on the 
commercial advantages in dipping sheep, and recommended practices 
in dipping. 

Suggestions for reference and further reading 

2+* and Government b^'- George A. Boyce and E. R. Fryer, 

iiimeo, Navajo Service, 1939. (A) 

Improvement of the Navajo S heep by Cecil T. Blunn, Reprint 
from Vol. 33-^ The Journal of Heredity, 194Q, Jiiaerican Genetic 
Association. (A) 

3. Burpin g L Feeding Lambs , Extension Circula.r 230, Iov;a State 
College, +940. Csl 

4. Duality Lamb Production, Bulletin P^4, lov/a State College, 

19/+0."’ (sT“ 

Cas trating and Doc kin,., Lambs , Farmerp Eul.lctin No. 1134^ 

U. S. Deparlrincnt of Agriculture, 193'0. (s) 

6. .Essentials of Animal Dree ding by George M. RoiTimcl, Farmers 
Bulletinlfo*! 1167 , U. S. Department of Agricultoe, 1924. (A) 

Z* Boat Improvement b^.'- C. C. Cunnin.f^ham, Bulletin T-o. 154, 

New Mexloo College of Agriculture and Mechanic Arts, 1926, (s) 


8. Milk Goats by C. G. Potts and V. T.. Simmons, Farmers Bulletin 
No. 920 , U. S. Department of Agriculture, 1937, (A) 
















9. Breeds of Bheep for the Farmers Bulletin No, 576, 

U. S. Department of Agriculture, 1929. (A) 

10 . Ir^ Lorovement oi' Navajo Sheep By Cecil T. Blunn, Reprint 

irom Vol. 31, The Journal of Heredi.ty, American Genetic Associa¬ 
tion, 1940. (A) 

11 . Range Sheep Production by J. M. Cooper, Farmers Bulletin 

No. 1710, U. S. Department of Agriculture, 1933. (A) 

12 . Annual Report of Cone it ion s and Activitie s Souths/estern 
R ange and Sheen Breeding Laboratory , Fort LNngat e, Nev/ Mexico , 
M'iiiieo, Navajo Service, 194D*! VT) 


-52- 


















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UNIT 11 - NOW TO SAVl Tlil RANGE 


I] x. 11-j\ Topics for study arid discv.ssion 

Discuss you think is neant by the phrase that the range 

is "stocked at carrying capacity'*, 

2. (a) According to Fig. 11 vdiat is the condition of the live¬ 
stock after avd'ile v/hen the range is stocked at carrying capacity? 

(b) r/hat v.lll be the condition of the livestock in the future 
when the r<inge is stocked at carrying capacity? 

(c) ’Jliat is the condition of the vegetation v/hen the .range is 
stocked at carrving capacity? 

3. (a) According to Fig. 11 what is the condition of the live¬ 
stock after av/hile vrhen the range is overgrazed? 

(b) kliat 'I'dll be the condition of the livestock in the future 
v;hen the range is continuously overgrazed? 

(c) 'Tiat will be the condition of t'le vegetation v:hen the 
range is continuously/- overgrazed? 

The meaning of overgrazing 


Overgrazing means that livestock oats or destroys vegete,tion 
faster than nature can replace it. Overgrazing can tal:e place under 
a variety of circumstances. For example^ overgrazing results when 
livestocK travels frequernJ.y along the same path^ as to and from the 
saiue cQ-rral every day/-. Overgrazing can take place v/hen the stock is 
not sufficiently spread out whilvj grazing. A band of sheep that stays 
bunched up while grazing is bound to overgraze vdicrovor it goes. Over- 
grazing also results whenever there is too much livestock on the range. 

■'feat makes grass groyj? 

In order to spread itself, grass must be able to grov/ small seeds 
■which will be spread over the ground and start ■icvi plants. In order 
to g.ro\.r fast and produce seeds, grass must be healthy. 

Healthy grass is full of green matter, called chloroph;'/-!, With 
the chlorophyl, grass can br^^athc in air, mix it with water and .miner¬ 
als coming through the roots, and grov/ leaves, stalks, and seeds. 

How overgrazing a ffects grass 


I'lien grass has been eaten or trai'apled close to the ground, it 
has very short leaves. Short blades of grass do not have as much 
chlorophyl as long, bl.ades of grass. Grass Y/ith only a tiny bit of 
chlorophyll cannot groY7 fast even though there is plf^nty of air end 
Y/ater. In other Y,/ords, a field Yfnich is healthy Ymll have a tlmck 
groY/th of grass in the spring. But a field Ydiich has been o';ergrazed 
will produce only a scant groY.rth in tlie soring. 







Another result of overgrazing is destruction of the seeds. If 
livestock consuj'ies all of the ^rass seeds, the grass and other plants 
have no v/ay of reproducing and starting r\evj plants. 

The destruction of grass through crooning it too short or de¬ 
stroying the seed supply, leaves raother earth no protection against 
the hoofs of the many animals. The ground gets cut up and scarred. 
"Tnen the rains come, the vnater rips gullies and arroyos in the earth. 
And vjhen the v/inds come, the uncovered soil blov;s av;ay. Only barren 
soil and roc): is left, and it becomes impossible to restore the range. 

Only vhien the earth is covered nith strong grass can mother 
earth be protected against heavy rains, strong vdnds, and sharp hoofs. 
Thin grass hastens erosion, v/hich means to tear av/ay the soil, - 

Hot; overgrazing affects livestock 

■Jlien a raiTge is overstocked, each animal must Jceep hurr^Ting to 
get enough to eat. klien animals must run all clay ajid u'orry about get¬ 
ting food, they c.^nnot get very fat. After aT;hile the grass gets 
thinner and tliirner until there is not enough no matter hov; fast the 
animals hurry. The stock gets thinner and Tvoaker. Undoubtedly;', many 
sheep have died in snowstorms solely because they were too v;eak fran 
lack of food, whereas v;ell-fed sheep would have sur-'/ived. 

Finally, the day comes when there is so little grass that no 
livestock can graze, 

Hov; to prevent overgrazing 


The first step in preventing overgrazing is to limit the live¬ 
stock permanently to v;hat the range can support. On the average, about 
25 to 30 acres of range is reouired for each sheep unit on the Navajo 
Reservation. That means about 30 acres for one eT;e, 30 acres for one 
goat, 120 acres for one com, and 150 acres for-one horse. 

Range experts generally build test plots. That is, theg" erect 
a fence about 20 feet square around a plot and keen out all livestock 
from this small enclosure. Then they check the amount of grass, from 
time to time, in the test plots and on the surrounding range. 

Another way of checking is to keep a record froLi year to year of 
the height of the grass in various strips of the range. If the grass 
gets shorter from year to year, it is overstocked. Thus a continuous 
check must be kept so as not to al.lov; overgrazing at any'' time. If a 
stockman warls to get the most revenue from his range, he should em¬ 
phasize improving the quality of his herds, rather than to over-use 
his grass. 

Besides limiting’the livestoclc to carrying capacity of the range, 
the bands must be herded properly. They must not be allav;ed to graze 
over the same path.day after day. xleturning- one's band of sheep to 
the same corral each ni^ht results in overgrazing. A better T.my is to 


- 55 - 




combine bands into large herds and build a chain of corrals so that 
the sheep keep moving over new areas each da". Several ovmers can 
do this by combining their bands and ranges, and taking turns at 
herding. 

Vdien grazing, the sheep should alviajAs be kept spread out and not 
allov/ed to bunch up. VJhether going to vmter, to the corral, or simply 
grazing, the livestock should be kept spread out so as not to wear 
dov;n bare trails where erosion mil take place. 

Ot her v/ays of saving grass 

Freo.uently one sees Navajos setting fire to range grasses in the 
spring. Avoid such useless burning of grass, for this destroys seeds, 
injures shrubs, and increases erosion from Yfind and water, 

Likevmse, do everything possible to prevent gully erosion. V.-ater 
viiich once forms a small gully will sooner or later gnaw away the 
earth, cut the banks, and wreck the surface of the earth. Sheep v/hich 
travel over the same path frequently, destroy tlie vegetation and al¬ 
low the rains to start qullies. Avoid this. 

hliere gullies have started, building check daras v/ith brush, stones, 
or other maGerial to slow the flovi of water will help retard the growth 
of gullies. Trees, shrubs, or other vegetation planted in gullies will 
often help retard bank-cutting and further erosion. 

Every effort should be made to promote the growth of vegetation, 
for this is the best weapon for holding doY/n the soil and providing 
forage too. Grass is the chief source of income to the IJavajo people. 
The sheep must have grass if the Navajo people are to raise a good 
crop of meat and wool each year. Do not destroy grass. 

Tx. 11-B Suggestions for further study and discussion ■^ 

1. V7ith the aid of the teacher study the process by v/hich pkints 
absorb carbon dioxide, v/atcr, and minerals in growing. (See Unit S, 

:Sx. B-B, No. 2) 

2. Report on how; vegetation has changed in the Navajo 'country 
over the past 50 to 75 years. (See 1, Chap. 2, p.1-5; 2, p.1-56) 

3. Visit some demonstration area, such as Mexican Springs, where 
sheep have bech run on the basis of stocking at carrying capacity. 

Report on the results obtainv.d as they affect vegetation and as they 
affect the condition of the liv>^stock, (See 3) 

4. V'/ith the aid of- the teacher study the effect- of proper div-^t 
upon animals. (See 20, p.342-353) 

5. Take pictures or make drawings of particular spots in yo'ur 
vicinity which'show; erosion, cutting of gulli.es,* sand duning, or 
other effects of prolonged overgrazing. 


- 56 - 






6 . Devise an experiment which v/ill shov/ how destruction of vege¬ 
tative cover increases erosion. ^^ 

7. Study how plant life enriches the|soil and helps more plants 

to grow whereas barren soil will not support plant life. (See 1, Chap. 
2 , p;l-5; 13, p.290-295; U, p.130-136; 15, p.l72, 259 - 260 ; 16^2.193> 
195;'17, P. 406-427; 18, p.236-243; 19, p.209-223) '' ' . 

' 8 . Study how exercise in an anijiial builds up muscle but burns up 
fat in the body. (See 20, p.350-353; p.27-41) 

9. Report on v^ays being used in your District to retard erosion 
so that the grass may have a better chance of restoring itself. (See 
3; 23, p.70-75, 91-95) 

10. Discuss how increased vegetative cover would increase protection 
and food for birds and other T,.dldlife, (See 4, 0 . 1 - 72 ; _5, p.1-50; 6 , 
p. 1 - 2 ) 


11. Many insects destroy grass and other plants. Hovf would an in¬ 

crease in birdlife help to destroy insects and promote the growth of 
grass? (See 6 , o,l-2S; 7, p.1-32; 9, o.176-186; W, o.l- 8 ; Id, p.l25- 
135; 12, p.219; p. 19 ^- 211 ) 

12. Report on how overgrazing tends to kill off birds, increase 
insects, and thereby hasten the destruction of plant life. 

Suggestions for reference and further reading 

1. Dineh and CTOvernment by George A. Boyce and E. R. Fryer, Miraeo, 
Navajo Service, 1939. (TJ 

2. Along the Deale Trail by H. C. Lockett and Milton Snow, Educa¬ 
tion Division, U. S. Office of Indian Affairs, 194-0. (S) 

_3. "Re peat ' Photos of Soils and Moistur e Control " by Paul Phillips 
and Milton Snow, Photographic library, V/indow Rock, Arizona. (S) 

4. Bird s of the Navajo Country by Theodore H. Eaton, Jr., and 
Geraldine Smith, Mimeo, National Youth Administration, Berkeley, 

Calif., 1937. (S) 

_5. Mammals of the Navajo CountiT by Theodore H. Eaton, .Ji*., 

Dorothy Morris, Ruth Morris, Mimeo, National Youth Administration, 
Berkeley, Calif., 1937. (S) 

6 . Food of Some 7/ell-Known Birds of Fores t, Farm and Garden by 

F. L. Beal and V/. L. McAtee, Farmers Bulletin No. 506, U. S. Depart¬ 
ment of Agriculture, 1922. (a) . 

7. Some Cominon Birds Useful to the Farmer by F. L. Beal, Farmers 

Bulletii"! No. 630 , U. S. Department of Agriculture, 1926. (S) 


- 57 - 





























8. Making a Model to S how Hovf Forests Prevent Ero si on ’ by Forest 
Service. Leaflet Ko. 58, U. S. Depa.rtment of Agricultijre, 1930. (s) 

9. ''*V/e Look About Us , Pathways in Science, by Gerald S. Craig 

and Agnes Burke, Ginn (?: Co., 1933. (E) 

10 . Through Four Seasons by Edith M. Patch and Harrison S. Howe, 

The xMacinillan.' Co., "1933. (E) 

11 . V/ays of the Wild Folk Nature Science Series, Book’Tvro, by 

Clyde Fisher and Marion L. Langham, Noble & Noble, 1935. (E) 

12 . Our Earth and Its Story by Gerald S. Craig and Goldie M. 
Johnson, Ginn Co., 1932"^ Te) 

13 . Learning About Our 'Vorld by Gerald S. Craig and Margaret E. 

Condry, Girin Co., 1932. (S) 

11, S cience Problems by YJilbur L. Beauchamp, John C. Mayfield 
and Joe -Young Mest, Scott, Foresman G Co., 1939. (S) 

15 c ^'ie_ 'Carth and Living Things by Gerald S. Craig and Beatrice 
Davis Hurley, Ginn d Co., 1932. (E) 

16 . Discovering Our v.'orld , Book IIyo, by Lilbur L. Beauchamp, 

Glen 0. Plough and Mary Melrose, Scott, ForesnLan & Co., 193^. (E) 

1? . Discovering Our MorId , Book Three, ,by LMlbur I,. Beauchamp, CT" 
Glen 0. Plough and Mary Melrose, Scott, Foresman d Co., 1938. (E) 

18 . i-b/- Own Science Problems by George VJ. Hunter and L’alter G. 
V'Jhitma^, American Book Co., 1935. (S) 

19V‘ Jhrough Four Seasons by Edith M. Patch and Harrison E. Hov'e, 
The IL-cmillan Co., 1937. (E) 

20. Broadcasting Healt.h by J. liace Andress and I. H. C-oldberger, 
Ginn & Co., 1933. (s) 

Physiology and Health by C. E. Turner, D. C, Heath & Co., 

1935. Is) 

22 . Fields and Feiicerows by Walter P. Porter and Einar A. iiansen, 
Araerican Book Co., 1932. Ts) 

23 . Little Herder In Sprln-g b^^ Ann Clark, U. S. Department of 
the Interior, 19AC. Is) 








































USE OF agricultural LAND 1937 



MELON' 




























UNIT 12 - HOVJ TO INCINASE AGRICULTURAL PRODUCTION 


Ex, 12--A Topics for study and discussion 

1. According to Fig. 12, what is the major agricultural crop 
on the Navajo Reservation? 

2. (a) About what percentage of Navajo agricultural land was 

planted to corn in 1937? (b) To melons? (c) Idle? 

3. From a map of the Navajo country, tell where the principal 
rivers or other permanent waters are located. 

A. Llake a map of your District and locate the natural lakes, 
dams, or other permanent^ v^aters. 

5c On a map of your District locate the washes, arroj^-os, or 
mesa slopes v.'here temporary flood viaters may be used for watering 
agricultural fields. 

The value of agriculture 


Ancient ruins in the southwest, and remains of prehistoric ir¬ 
rigation di'^ches testify to the fact that centuries ago agriculture 
v/as a major way of making a living. In modern ti-mes, the liealth and 
wealth of a people are largely dependent upon the efficiency of their 
agriculture. 

It is now kiiovm that a variety of foods is necessary to keep 
human bodies healthy. People who can raise their om\ foodstuffs 
and have an extra amount for exchange for other goods make a good 
living. They are independent. 

On the other hand, pc-ople in regions vmich fail to raise tlieir 
ovm food supplies become dopendent upon other regions for supplies, 
and factors in other regions determine the cost of living. 

Agricultural prospects for Navajos 

During recent years, the amount of lands avai3able for agri¬ 
cultural purposes on the Navajo has been considerabl3’- increased 
through the building of nev; dams and other irrigation structures. 
Nany Farms, Shiprock, Fruitland, and G-anado are areas where such 
subjugation of lands for agriculture has talzen place. 

i^lans for other large subjugations liave been studied by the 
federal government. Some of those are very costly and make take 
many years to develop. 

The rapid growth of population, as studiud. in Unit 2, suggests 
■ the necessity of Navajos learning nex'x v/ays of making a living be¬ 
sides through livestock • management. Farming offers an opportunity 


-60- 







for nany Navajos vvho prefer outdoor life to working in shops or of¬ 
fices, and vd-iO prepare themselves to be'-successful farmers. 

/ 

Before the coning of the Spaniards to North America, nany Navajos 
probably made their living in farming, as- there were no sheep here at 
that time, ifany Navajos today are very capable farmers. On the other 
hand, also, many tillable fields are being spoiled through failure to 
use conservation practices. This is a serious threat to future genera¬ 
tions of Navajo farmers. Young farmers need to study seriously hovf to 
save and make best use of the land. Also, it is probable that an in¬ 
creasing number of prospective farmers will find it necessary to locate 
their homes in new places, such as at Parker dam, or in other parts of 
the country, if they w'ish to find the most promising farm sites. 

Ex. 12-3 Suggestions for further-study and discussion 

1-, List the types of foods which are gvomi in one part or another 
of the Reservation. Consider a variety of localities, such as the 
Lukachukai Mountains, Round Rock, Canyon Be Chelly, Denehotso, etc. 

(See 4, p.1-40) 

2. List types of fruits and vegetabl.es which might be grown in your 
District. (See 1, p.233-243) 

3. Report on the proper methods of using water and building irriga¬ 
tion structures. (See 6, p.1-6, 56-66; ]^, p.1-36) 

4. Study and report on the proper methods of soil preparation, 
seed selection, planting, tilling, and harvesting of at least four crops 
v«rhich might be grown in your area. (See 2, p.28-S0; 4, p.14-16, 20-27, 
28-35; p. 11-37; entire) 

5. Learn hovj- to can, dry, or store in some other -way at least four 

fruits or vegetables that could be grown in your area, (See 15, d.1-30; 

16, p.3-23; 23, p.168-173) “ 

6. List the kinds of fruits, vegetables, and grains v.tnich are pur- 
chased at trading posts in your area. Outline wmr's in which they might 
be raised on the Reservation, considering such iteiis as preparation of 
seedbed, fertilization, irrigation and cultivation. (See 32, p.S-46; 

33. P-1-19) 


7. Name the States or foreign countries •'.^d:ich are som^ces of sup¬ 
ply of some of the foods imported to the Navajo Reservation. (See 26, 
p.98, 175, 185, 208; ^ entire; 31, p.57-69, 84-93, 129-139, 200-2117 

8. Investigate v/ays of controlling grasshoppers or other insect 

pests on the-Reservation. (See 2, p.58; 9, 'p.1-4; 10, entire; 11,p.7-8; 
12, p.49; 21, p.l4, 17, 19, 24, 25, 29; 2^, p.306-3^) “ 

9. List native plants which are occasionally used for foods, and 
describe ways of cooking and eating them. (See 3, p.7-55) 


-61- 




10. study ways of improving the yield of arricultural fields. 

Consider such items as proper use of' V/ater, nitrogen-building crops 
like alfalfa, plowing under a crop, manure or other fertilizers, 
seed selection, removing v.-eeds, etc. (See 7, 0.1-19; 8, p.1-8; 14 , 
Pi3~44; p.491-544; 29,'?.80-8-6) .‘ 

11. Study the food values of different fruits and vegetables 
considering such items as balanced diet,"proteins, fats, carbohy¬ 
drates, minerals, and vitamins. (See 12, 0.48-49; 3^, p.1-14; 23 , 
p.151-168; 26, 0*181-211, 41-57; 27, pTlOO* 109, 114, 126-127) 

12. Investigate and report on the "types'of diet recommended for 
infants. (See 20, p.85-104, 176-193) 

13. Conduct a feedinf;; experiirieht with rats^to demoristrate the 

effect of balanced and unbalanced diet uoon health. (See 0.325; 
2S) ■ 

14. Learn how to prepare at least six fresh fruits and vegetables. 

15^ Prepare a suggested menu for a f-rmily of six for one week so 
that it vri.ll contain an economical, b^.lanced diet. Indicate the 
types and quantities of each food for eac'" day of the week. (See 
17, p.1-14; 18, p.!-!;*; 19, p.2-7; 2.4. 83-iOC; p.163-179; 26, 
p.154-165, 2u7-279, 10/,-lj.2, 72-87; 2}', o.lP-lie; 23, p.307-3331 

16. Learn hov7 the human body mc'ikes use of the food taken into 
it. (See p.138-161; 26, p.143-153; 27, p.75-97) 

Suggestions for reference and Curther readin g 

i* Les sons From S outhwester n Indian Agriculture by S. P. Clark, 
Bulletin ho. 125, University of Arizona, 1928. 

2, Agricultural ; atjd H unting Methods of the Nava;]o Indian s by 
IV. 1. Hill o.f University of Nevf Mo:-d.co. _ Typeva-itten copies from 
manuscript, 1937. (S) . 

Uncultiva.tod Native Plant s Used As Sour cos of Food by Edward 
F. Cast otter. Bulletin No. 266, Univci-sity Of Nov/ Meid co Press, May 
15, 1939. (E) 

4. Navajo Farm ffanual' by Foy 0. Cook, 'Miimeo, Navfgb Service. (S) 

_5. Pinch and Government by George A. Boyce and E. R. Fryer, 

Mlmoo, Navajo Service, 1939. (A) 

6. Suoo]-omental Irrigati on, U. S. Department of Agriculture, 
Farmers Bulletin, I-'O. 1846. (a) 

2* PoJ"t,ilizer s fo_r Arizona Soils b’V. T. McCeorgo, Ilctcnsion 
Circular No. 80, University of ilrizona, Oct. 1933. (A) 


62- 
























S, Preparation and Use of Seedbed by C. J. V/ood, Ext.ension 
Circular No, 102^ University of Ariaopa,--March 1937. (A) 

9. Destroy Grasshoppers with Poiboned Bran Bait , Bulletin 
No, E-126, U. S. Department of Agriculture, (s) 

10 . Grasshopper Control by John 0. VJoods, Navajo Ser^d'ce (in 

preparation). (S) 

11 . Instruction s for Control of Injurious Rdderits and Insects 
for the Protection of Farm Crous, Mimeo, Navajo Service, April, 
1938. (Aj 

12 , The Home Vegetable Ga rden in Arizona by Fred Draper, Ex¬ 
tension Circular No, 76, University of Arizona, August 1939, (S) 

13 , P ractica l Information for Beginner s in Irrigation by ^ 

Sariiuel Fortier, U. S. Department of Agriculture, Farmers Bulletin 
No. 364. (3) 

14 . Gree n M:.inure by C. V. Piper, U. S. Department of Agricultur 

Farmers Bulletin, No, 1250. (S) 

15 , Sto rage of Vegetable s, U. S, Depo-rtnent' of Agriculture, 
Farmers Bulletin No. 879. Ca) 

Home S torage of Veget ables, Farmers Bulletin No. 879, U. S. 
Department of AgricultuTo, 1936. (s) 

17 . Slaughterin g a Goat and Using it Navajo Fashion by Stella 
Young, Mimeo, Navajo Service, 3.934, (sT 

18 . Meal Planning Made Easier by Jean M. Stewart, Extension. 

Circu-lar No. 109, University of Ariizona, Septerabm’ 1940. (s) 

19 . Milk Goats by C. G. Potts and V. N, Simmons, Far.mers Bulle¬ 
tin No. 920, U. S. Department of Agriculture. (a) 

20 . Care and Guidance of Children by Helen C. Coodspeed and 
Emma Johnson, Lippincott, 193S7 Ca)” 

21 . F ood o.f Som e V/ell Knov/n Bird s of Forost , Fann and Garden 

by F. L. Beal 1 V/. L. licAtee, Farmers Bulletin No. 3067 'uT'S^! 
Department of Agriculture, 1922. (s) 

22. Through Four Seasons by Edith M. Patch and Harrison E. 

Howe, The Macmillan Co., 1937. (e) 

23 . Everyday Problems In Science by Charles John Pieper and 

Wilbur L. Beauchamp, Scott, Foresman & Co., 1936. (A) 

24 . Health and Good Citizenship by J. Mace Andress and W. A. 

Evans, Ginn 1 Co., 1933t (s) 






















































25. Phys.iolo^?:/' and Health by'C. S. Turner, D. C. Heath & Co., 

1935. (37“ 

26 . Broadcasting Health by J. Mace Andress and I. H. Gold- 

berger, Gim Co., 1933. (S) 

27 . Personal and Public Health b^’^ Milliam E. Burkhard, Raymond 

1. Chai.ibers, Frederick M. Maroney, Lyons & Carnahan, 1936. (E) 

28 . 0\vn Science Problems by George M. Hunter and Walter 

G. Wl:itman, rU-.ierican Book Co., 1935. (S) 

'29. Alfalfa bv J. F. Cox and C. R. llegee, John Villev ^L Sons, 
Inc., 1922: Ta) 

30. V'Jhat The World Bats by Hanson L-ebster and Ada Polkinghorne, 
Houghton Mifflin Co., 193S. (E) 

Eriends and Foes b"- W:ll] iam Atherton Du Puy, 

The Johri C. 'finston Co., 1930. (e) 

Junior Gardener by Dointhy VJ. Green and Rosetta C. 
Goldsmith, The Vanguard Press, 1931-. (E) 

33 . Planning A Subsistence Homestead , Farmers EuU.etin Mo. 

1733^ U. S. Department of Agriculture, 1730. (A) 


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-64- 




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UNIT 13 - AVEIIAGE INCOIS OF KaV UOS 


5x, 13-A Topics for study and Uis cus sion 

1, In Fig. 13 is shoTOi tlie cash income per capita (meaning the 
average per person). Does this mean .that all IJavaios received the 
same' income? 



2. The income shown in Fig. 13 is for the 7 ear 1936 in District 
1 (Kaibito District), (a) Does this mean that the income was the 
saiae in all Districts? (b) Does it mean that the income is the same 
every year? 

3. How many dollars does each synbol in Fig, I3 represent? 

1. In District 1, v.’hat average cash income per person per year 
was received in 1936 (a) from wages? (b) from livestock? (c) from 
agriculture? (d) from rugs? (e) from mlscijllaneous sources? 

•5^ Note tliat the cash income fro.i agricultiu'-e v;as alaost zero. 
Does this mean that hardly-’’ any agnvcuDtiu’al products v/ere raised, 
or does it probably meen that most of tne agricultur.ol products 
were consujnod on the Reservation? 

6. Using 3 ^our ansv-ers to question No. A, compute- the total cash 
inco.me per person in District 1 in 1936. 

7 . Vfnat was the total average income in District 1 in 1936 for 
a family of five persons? 

8. V/hat was the major source of cash in District 1 in 1936? 

9. In 1936 , vjages were a larger source of income than usual, as 
there w-ere many governmental orojocts under construction in that 
year. In years when there 'was little wage wori: available, vdiat 
v/ould be the second major source of cash income? 

Cash versus subsistence 

Fig. 13 does not tell the whole story as to source of income 
until one knows how much farming was done. If the.re was a groat 
deal of farming, the people riiade a good living, and onl.-' .a small 
portion of cash was needed to buy additional supplies. Hut if 
there w'as little farming, then income shovni in Fig. 13 was not 
very large. 

As suggested in Unit 12, rural people v/ho ciin raise most of 
their ow^n foodstuffs need less cash .aiad are more independent than 
rural people wlio raise a small variety of crops and opoi-ate com¬ 
mercial farms. In contrast with cash-farming, or one-crop farming, 
subsistence farming means farming to raise as much as possib]e of 
one's own subsistence or food. VJe Inive noted tliat in the case of 






the Navaios, hov;ever, corn and sheep,^ara the major crops. This sug¬ 
gests the advisability of increasing the variety of agriculture on 
the NaVajo as much as possible. ( 

In Fig. 13 , we see that the major source of cash is from live¬ 
stock. In other v;ords, the Navajo people have depended mainly upon 
one item, ricimely livestock, both as a source of food and as a source 
of cash, supplemented wi.th corn for home consumption. In some areas, 
where agriculture is impossible, this condition of depending upon one 
item for a l.iving may be necessary. But wherever it can be remedied 
by raising a greater variety of agricultural products, the people 
should consider this and learn to raise more things. 

The prospects of Yjagework 


The small amount of income from miscellaneous soumces, as shov/n 
in Fig. 13 , was cojnposed mostly of income from pinon nuts and silver- 
smithing. This also suggests a scarcity of wdldlife, lUi'nber, minerals, 
or other sources of income on the Reservation. 

In 193^? the high percentage of income from wages w^as due to a 
demand for v:orkers in building new schools anci other new governmental 
projects. There appears little prospect for enough v/agev/ork on the 
Reservation every year for any large portion of the population. 

Probably the best prospect for v/agev:ork v;ill b<^ in other parts 
of the country, off the Reservation. To secure such jobs, Navajos 
must learn skills which employers need. Navajos seeking such work 
must also learn to live in nev/ places, to handle cash wdsely, and to 
take care of themselves in new situations. 


E:e. 13 -B S uggest io ns for further study and discussion 

1. Find out the average jneome per person for the United States 
and compare it v;ith the average income on the Reservation. (See 1, 

Chap. 13 , p.l4; 3, P. 5 IC, 523 , 734; 5, Tables I, II) 

2. Find out what percentage of inco.-ie persons in the rest of the 
United States must pay for such items as food, clotldipr., rent and fuel. 
Compare this vdtli the v/ays in v;hich Navajos on the Reservation spend 
their money. (See 2, p.49-68; 4, p.28, 29) 

3 . Find out the average income of different kinds of workers on 
tlie Reservation, such as teachers, day scliool assistants, truck drivers, 
clerical workers, etc. (See 2, p.l2) 

4. Find out the average income of different kinds of workers in 

other parts of the country. Consider such kinds of work as nux’sing, 
teaching, farming, clerks, garage mechanics, lUiUbermen, etc. (See 4, 
p.36) , 

5. Discuss the advemtages and disadvantages of living entirely on 
cash income, as compared wit’n providing jiiost of one’s food and shelter 
as subsistence fanaer or stoctmian. (See 2, p,109) 







SuggestlbnJ far-Reference and lu-rthcr r eading'' * 

1. Dineh and Government by Cksorge A. Boyce and li). R. Fryer, 

i.ILmeo, Navajo Service, 1939. (A) 

2. Navajo Trading by E, Youngblood, Miraeo, U. S. Department 

of Agriculture, May 1933. (a) 

3. IVorld ALianac , New York wbrld-Telegram, 19A1. (S) 

A. Yi ather-iatics of Ever:^'-day Life -- Finance Unit, by George a. 
Boyce and \/illard V7, Beatty, Inor Publishing Co., 193^. (s) 

. Statistical Sununary Human Dependency Sui’vey Navajo Reser¬ 
vation , 1940, ::ii'neo, Navajo Service, 1941. (T5 




-6S- 





















f.lLing, credit, and buying 





'OP T>-!L 
i A VA J O 



• • ,1 





4 























MIT 14 - SMLING, CGGDIT, AI'TD BUYING 


1/^-A Topics for study and discussion 

1. As showi in Fig, 14, the Navajo generally does all o.f his 
trciding at one of the trading posts; that is, the Navajo sells his 
products at the trading post, gets credit at the sa^^e post, and buvs 
his supplies at the sane post. .Ixplain 'l^'hy this is so. 

2. Vliat kinds of things do Navajos sell at trading posts? 

3. IVliat kinds of things do Navajos buy at trading posts? 

4. As shovm in Fig. 14, the v/hite farmer sells his products to 

many different stores or other buyers. Also the white farmer has a 
choice of many places to secure credit, and he buys his goods from 

inany different places. Suggest reasons vdiy this is so, 

5. Suggest kinds of things which v/hite farmers have to sell,. 

6. Suggest kinds of things whicli Y.hile farmers buy. 

Hoy; fa r m pr od ucts are sold 

The principal products v/liich Navajos have to sell are y;ool, 
lambs, rugs, pinon nuts, and silver jev/elry. Sometimes corn, pota¬ 
toes, melons, peaches, or other agricultural products are sold to 
traders or exchanged w'ith otlier Indians. Since trading posts are 
generally far apart, and toymis or comnunity cent<ers are at consider¬ 
able distance, the Navajo sells his products at a nearby trading post 
where he is knovmi. 

After the trader thus collects a sufficient supply of wool, 
Ic'mibs, rugs, or pinons he trucks them many ili.les to a y/holesaler 
located in some tov.'n outside of the Reservation, such as Gallup, or 
Famiington, Nevv Licxico, and Flagstaff, Arizona, ■ 

In contrast v;ith this, the white farmer generally lives closer 
to tov.n. In toM'i he has the advantage of being able to peddle prod¬ 
ucts from door to door, or of choosing some one out of a la-’ge number 

of stores as a buyer for his produce. If there arc many hi/ers for 

one’s goods, there is a tendency foi‘ one to get a higl;cr orlco or to 

find a ready market. 

How supplies are purchased 

Because of his distance from tOTrn and tix distance I otween 
trading posts, the Navajo generally pui'chases his* supplies fro.:), t'.iO 
same trader vdio buys thv^ Navajo's y/ool and otl-icr pi‘oduc'',s. The V'..ri- 
ety of items y/hich the Navajo buys is fairly limited, consistljig of 
such things as flour, coffee, cann-^d foods, cloth, shoes, jac.'rets and 
underclothes. 


-70. 







The white farmer, in contrast, living nearer to tovms is able 
to bu;/ his supplies from a variety of places. He goes to grocery 
stores, moat /aarkc-ts, hardvrare stores,' clothing stores, and variety 
stores like the 5 and 10 cent stor/es. If he docs not find i;vhat ho 
needs in one tovm, the v/hite farmer.may go to another nearby town, 
or he may make his purchases from a nail order house. 

Likewise, the v/hitc farmer depends upon a greater variety of 
goods. Having larger homes, the ¥;hitc farmer buys many things idiich 
the Navajo docs not use or have room for. T.hosG include such house¬ 
hold furnishings as beds, tables, chairs, pillaTS, clocks, vmshing 
machines, refrigerators, radios, and other electrical equipment. They 
include such varied foods as baked goods, spices, and a great vari. ty 
of meats, fruits, and vegetables. 

The v/hite farmer depends upon a variety of other purchases, too, 
such as a variety of clothes largely’- due to his desire, to keep in 
style, and a variety of forms of recreation o.nd entertainment. In 
short, the v..hite farmer has thp advantage of many things from v/hich 
to choose. But he has the disadvantage of xvanting more things than 
he' can buy and more things than t-e reall].’’ needs. 

How credit is obtained 

On the Navajo Reservation, credit is obta,ined from one's trader. 
This is generally arranged by leaving silver in pav;n, or b;y bavins: an 
understanding that one vrill pay back the ti'ader vlien the wool and 
lambs are sold. The trader makes no direct charge for these loans. 

He merely vvTites it in a book and expects the Navajo to pay the bill 
when the wool and lambs are- sold. 

On the other hand, the trader has to secure credit from a bank 
or from a wholesaler in order to be able to buy new supplies for his 
shelves, while waiting for the Navajo to nay him. hl'ien the trader 
negotiates such loans for himv=!elf, he generally has to pay the banlc 
or wholesaler a fee called interest. This interest is passed on to 
the Navajo consumer by the trader in setting the price at whicli goods 
are sold. 


Generally, the trader who grants credit to a Navajo onceects the 
Navajo to buy most of his suoplies from the trader and to sell al-l 
of his produce to the sane trader. Being ti^-d to the trader by vir¬ 
tue of the credit established male os it harder for th.e Navajo to sliop 
around in making purchases or selling produce. 

Among V'diite fair.iers, they generally I'lavc a number of stores from 
whicli they can get credit, or there arc S'..voral different banks from 
which they can secure loans. IThite farmers hav-o the advantage of imany 
sources of credit. 

How Navajos can improve trading 

Since much of Navajo income is received but twice a year, when 
V700l and lambs are sold, it is difficult for than to operate on a cash 


-71- 





basis and take advantage of shopping* Hovrever, Ka.vajos should seize 
every opportunity to improve trading by learning how other people 
trade* Navajos can study the prices at different stores so as to 
buy some things, at the lowest price possible. They -can study the 
advantage of wraiting to ra.ake certain purchases in town, or of mak¬ 
ing certain purchases from mail order houses, 

' r 

Navajosv can. stuch^ hov; other people sell produce, too. Some of 
these ways we shall study in later units. The more that the Navajo 
oeople learn hov/ other peoole buy, sell, and secure credit,‘the more 
possible it will be for Navajos to take advantage of nevj’ ways for 
themselves. 


It is inporta,nt, too, that Navajos learn how to conpa,re-the 
quality of different kinds of goods. There are good shoes and poor 
shoes, good cloth and inferior cloth, economical purchases ol’ food 
and expensive purchases of food. Kow to tell the difference betw'eon 
these is important. ■ ' ! 


. f. 

iinother way in which Navajos can economically 
ing is to learn how to make things for themselves, 
food, and \ioxj to raise a better variety sjid qualit 
vrould overcome some of their handicaps in trade. 


improve their liv- 
hov/ to preserve 
y of produce. ’ This 




Ex. 14-B 


•E nggestions for further stu ly and discu ssion 


1, List some things rrhich Navajos buy at trading posts 
might be made in whole or in part at home. (See 3? P-7-23) 


V.'ut v/hi ch 


'2. Have your parents ask the trader for a carbon copy of 
chases which they have charged to their account for a pcmm.od 
month. Check over each slip to mak*.. sure that the prices are 
and that the totals are added corr-^ctly. (3ee 2, p,66-68) 


the pur- 
of one 
correct 


3. Visit one of the nuw cooperative trading posts, such as'at 
Mexican Springs, ilanj Farms, or Pine Springs and report youi* observa¬ 
tions on the follovn.ng; 

(a) Hov 7 was the cooperative organized and funds secured for 
equipping the store? 

(b) Hoxv do the prices compai'e with prices at trading posts 


in 3^our area? 


store? 


(c) Miat is done '*.-ith any profits earned by the coop(,native 

(d) Hov; does the cooperative store manager help the p._oplo? 


1. Secure a mail order catalog aid prv.pare a compl.etu oi'der for 
some items vrhich you might order at some time. Compare the variety 
of choice and the costs wit.h-making the same purcl'iases an a nc-irby 
trading post or your nearest tDVjn. 


5. Lith the help of the teacher, find out under 
monev might be borrowed from the nearest bank, (Seo 

9, P'192-98; 1^, p.166-16?) 


what conditions 

S.> 


-72- 





6. Explain the meaning of "interest'^ and compute the interest 
charged on loans of varving amounts according to the local rate. 

(See 9, p.90-92) 

' 7. Determine the cash price and the total installment price of 

an automobile. Then coinpute the rate of interest. 

8. With the help of the teacher learn hov: to judge the quality 
and fit of such articles of- clotliing as shoes, shirts, socks and 
hats. (See 4 , p.291-320; 5,’p. 122-2^0; 6, p.99-108; ]^; 13; Ih; 16) 

9. Investigate hoxv canned goods are now often graded and labeled. 
(See 12-, 13; U) 

10. Compare the price per pound of certain items p-urchased in 
bulk or large packages as compared with purchasing in sm.all quantities. 
Consider such things as flour, dried beans, potatoes, and canned milk. 

11. Learn all you can about methods of operation and prices in 

different types of stores such as chain stores, supermarkets, co¬ 
operatives, and orivate trading oosts. (See 1; 2, o.91-96; 7,o.330- 
341; 8, p.1-10; p.61-120; U; 1 ^; 16) 

12. Find out how one can keep savings in a safe place. Con¬ 
sider such methods as a savings account in a bank, postal savings, 
and the pui'chase of governmen-e bonds. (See 2, d.105; 9, 0.82-112; 

p.121-184, 152-153) 

13. Visit the tribal cannery at Many Farms. I.earn how it operates, 
and report on its advantages to the Navajo tribe. 

14. "Visit the tribal sa-vmiill at Sawmill. Report on how it operates, 
what is done v/ith the profits, and vd;at are its advantages to the 
Navajo peop].e. 

Suggestions for reference and fui^ther reading 

i* CoQpg^^ativ e Marketing of Fleece Wool , Farm Credit Adminis¬ 
tration Bulletin No. 33, D. S. Department of Agricultune, (a) 

2. Navajo Tradir.g by B. Youngblood, Mimeo, U. 3. Department 

of Agriculture, May 1935. (A) 

3. Navajo Potteibb Manufacture by W. W. Hill, University of New 

Mexico Press, Bulletin No, 317, December 1937. (S) 

4. Everyday Problems In Science by Charles Jolin Pieper and 

Wilbur L, Beauchamp, Scott, Foresman & Co,, 1936, (a) 

!• J^ndustrial Arts for Elementary Crade s by Frederick G. Denser 
and Lois Coffey/ Mossman, The Macmiliiin Co., 1936. (s) 

6, Many Ways of Living by Thomas D. Wood, Anette M, Phelan, -Marion 
0. Lerrigo, Nina P. Lamkin and Thurman b. Rice, Thomas Nelson M Sons, 
1938, (E) 


-73- 



















7. Farm Management and Marketing by Mlillard Herbert Overton and 

Lynn Shelby Robertson, J. B. Lippincott Co., 1936. (S) . 

8. By-Laws of the Navajo Cooperative Association , Miiaeo, Navajo 
Service, August 19 Al. (s) 

9. Mathematics of Everyday Life , Finance Unit by George A. Boyce 

and Willard W. Beatty, Inor Publishing Co., 1936. (S) 

10 . Mathematics and Life , Book II, by G. II. Much, F. B. Knight 

and J. W. Studebaker, Scott, Foresman & Co., 1937. (s) 

11 . Cooperatives for Indians by -^dward Huberman, U. S. Office 

of IncU?n Affairs, Haskell Institute, Lavjrence, Kan., 1940. (s) 

12 . Consumers ’ Guide , U. 3. Department of Agricultijre, Washington, 

B. C. issued monthly, free upon request, (a) ' 

13 . U. S. Deoo.rtaent of Agriculture , 'Tashington, D. C. Latest 
bibliography on consiu.ier education, free upon request. (A) 

]J;. V/ee kly List of Selected U. 3. Go veiTi ment Put'lications , Supt. 
of Docum'nts. Government Printing Office. Issued v.eekly, free, upon 
request. (A) 

13 .. Co-ops , Hovr Far Can They Go? U. 3. Deparbnent of Agriculture, 
.extension Ser-'/ice. (A) 

16 . Cooperative Bookshelf . (A Bibliography of Government Publi¬ 
cations on Consumers’ Cooperation./’ U. S. Department of Agriculture. 

(A) 





























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UNIT 15 - HO''^ THE NAVAJO DSP51:DS UPON IMPORTS 

Examine Fig* 15. Nou wi].l note tiiat the Navajo depends upon 
iraports . from other parts of the rrorld in man 7 v/a^s. \7ithout trad¬ 
ing posts which bring tlie products of other peoples to the Navajo, 
he would be seriously handicapped in tools, in clothing, in foods, 
in transportation, and in household utensils. 

It is true that in ancient days the people ate, slept, and moved 
about without these modern things'. But' everyone knows that life v/as 
much harder then. To do v/ithout them nov; v/ould be goingjoackward in 
man}’- v/ays. 

Today, the Navajo uses wagons from Indiana, axes from Nevir York, 
automobiles from Detroit, coffee from.Brazil, silk scarfs from the 
Orient. These things have come about as the result of trade. A 
good trader, and an efficient trading system mean much to the Navajo 
peopleo 

The Navajo is now a world citizen. His '.-ool and mutton is needed 
by the res*:, of trio ’.;orld. He must l^.arn to raise good ivool and lambs. 
Correspondingly, he must learn to cb.oose '/isely ^mid to use wisely the 
things that the world brings‘ to his door in return, 

Ex. 15 


1 . 

2. List some of the qualities to look for in purchasing a good 
wagon, 

3. Contrast the type of cl.othmng worn b ,7 Navajos with that of 
people in other climates such as Alaska, China, Africa, New York. 

A, Prepare s/:etches indicating v/a'*s of building better hogans 
and list the matoi'ials vfnich ’wDuld li<ive to be purcliased. 

5. List types of..feeds which Navajos purchase but which caimot 
be raj sed on the •Reservation. Indicate the narts of the world from 
which each item comes. (See 2, p,6/i.-66; IL, 11) 

6. List the qual.ities of a good horse sujLable for Navajo needs. 

7. If possible, visit the tribal .flour mill at Round Rock. 3t-udy 
and report on the advantages of this mill to the Navoje peonle. 

C. Since automobiles are increasingly used for transportation 
b^,^ Navajos, study such things as: 

a. Ho\-/ a storage battery works. (See 3? p.219-229; .9) 

b. Howr an internal, combustion enrine v='orks. (See A, ).96™]3C; 
5, ?.54-66; 6 , p.22-33) 


Su.ggestions for further study and d.i scussiqn 

List some of the characteristics of a gocod saddle and briLdl.e. 





c. How to clean spark pings. 

d. How to check one's brakes and lights. (See 6, p.51-5?) 

e. Traffic lavv^s for drivers on the Reservat.ion. 

f. Hov/ to care for and repair tires. (See 6, p,47-50) 

g. Rules for safe dri\d.ng. (See 6, p.65-13b) 

h. How to obtain automobile insurance and wiiat it covers. 
(See 7, p.3-10; 1, p.l07; 8, p.206-209) 

Suggestions for reference and further reading 

'1. Mathematics of Jveryday Life - Finance Unit by George A. 
Boyce and L-illard VL Beatty, fnor Publishing Co., 1936. (s) 

Trading by B. loungblood, Liimeo, U. S. Department 
of Agriculture, 1935. (a) 

3. Science Our "Torid of Progress by George VT. Hunter and 
V/alter G. I’hitman, /oner lean Book Co., 1935. (S) _ 

!±* Hi?. 6ook of Remarkabl.e Machi n eiy bjr Lll.ison Hawks, 

Dodd, Mead -1 ("o., 1935. Ts] 

.5. T.Tiat Til-s_s the V/I ieels Go liound by George PR Block, The 
Macmillan Co. ^ 1937Tsl 

k’ IPRlil Ai. Hi? Vdieel b^;- John J. Floherty. (s) 

7. Drivin,-' Regulations , Mimeo, I Java jo Service. (a) 

8. Mathematic s and Life , Book II by G. M. Ruch, F. E. Knight 

and J. kk Studebaker, Scott, Foresman & Co., 1937. (F) 

9. General Science and physics texi:s. (s) 

10 . knj sta.ndard vrorld geography, (s) 

11 . national Georraphic Magazine , National Geographic Society, 
^Tashington, D. c] (See various issues) (A) 


-77- 































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EACH SYMBOL REPRESENTS 4 DOLLARS 
WAGES IN 1935 AMOUNTED 'R) ®49.10 PER CAPITA 



















WIIT 16 - MAV\JO III COLO 


■ lx. 16-»A Topics for study and discussion 

1. (a) Do the symbols in Fig. 16 include income from produce 
raised and consumed at home as v/ell as cash income? 

(b) Does Fig. 16 tell the story for just District 1 or for 
the Reservation as a vdiole? 

2* (a) According to Fig. 16, what v;as the average cash income 
per person on the Reservation, including wages in 1936? 

(b) According to Fig. 13, what v;as the average cash income 
per person in District 1, including wages Ln 1936? 

(c) l/as the cash income in District 1 above or belov/ the 
Reservation average for 1936? 

3. (a) "'Jliat was the total income per person on the Reservation 
in 1936 , not includj.ng wages? 

(d) ’T!"!at Yj-as the total income per person on the Reservation 
in 1936 , including wages? 

L. (a) hHiich item procliccd the grcat'-st emount of cash? 

(b) hliich item produced the least amount of cash? 

5, About w’nat fraction of the total income v/as cash income in 
1936 , not including ^vages? 


6. About Yvhat fraction of the cash income was derived from 


rugs? 


7 . Does P'ig. 16 describe the situation for vai’ious types of 
w'orkers, such as stockman, farmer, and vfageworker, or does it give 
just an average for the Reservation? 

Av_er age income of the Navajos 

A study of Fig, 16 reveals that the total average income of 
Navajos in 1936 Y/as about 3137 P^^’ person, or close to 3700 for a 
faiaily of five. This v;as a year in Y.'hich governmental i/ageviork 
was unusually high. 3/ithout any such vrage;;ork, the average in¬ 
come Yvas about 3S8 per person, or 3440 for a fa:iil 3 ’' of five. 

Total income as sliovmi in Fig. I 6 was derived by giving an 
estiruated cash value for the produce raised on the Reservation but 
eaten at home. For example, an estiimate was made of the total nimi- 
ber of acres of corn and the average yield per acre. Tne estiimated 
busliels of coi’n raised was priced at prevailing market prices; on 
the assumption that corn eaten at home vvould have cost so much, if 
it had not been raised md had to be ourciiased. Tlie same p 2 ''ocedure 
v/as used for other agricultural produce and for muttoiu consumed on 
the Reservation. Consequently/, figures for non-commercial income 
are estimated figures. 


- 79 - 





To the estinate of tlie valte'" of produce cons^jraed at home, 
added the value of items proc^uced ami sold to traders. These 
were taken from traders' accounts. Therefore the figures for 
mercial income are likely to be more accurate than the figures 
non-commercial income. 


was 

figures 

com- 

for 


It should be noted' that Navajos do not have rent to- pay. The^r 
are not charged tao:es for support of schools, hospitals, police oro- 
tection, road building, or other social and-development aJL ser-vices. 
On this basis, one might conclude that Navajos do not require as 
much income as other croups in the country. Accordingly, an average 
income for about ITOO per family of five might compare favorably 
with the average income of people elsewhere in the nation. The 
average national income for a family of five was in the neighbor¬ 
hood of 11,000 to 11,200 in 1936. 


On the other hand, about one-third of the Navajo total income 
in 1936 v/as composed 01 cash derived from temnorary wagework on 
governmental relief projects. An average income of 'Vi -40 for a family 
of five (the average income exclusive of wagei/ork) is considerably 
below the national a,vcrage. Hence, if Lhe Navajo people are to be¬ 
come fully self-supporting, and able to pay for their ov;n schools, 
hospitals, police, and roads, the tribal inco/'ic. jnust bo increased. 

It is doubtful if this can be achieved if most of the Navajo people 
continue to derive their living entirely on tho Reservation. 


Income among different workers 

- --- - - - 


Data are not available on income for difforent 
fife do not knov/ tho average income for persons i/ho 


types of work, 
are primarily 


stoclcmen. ! 7 e do not know the aver 
primarily farmers. Nor do vie knovj 
who were almost entirely landless 
shall find later (Unit 23 hoY^eve 


age income for persons vfno are 
the average income for persons 
and dependent upon Y/agowolie. 1/ 

r, that there was a groat range 


G 


of income among stociomen. 


Re do knoTv, too, that because of former ov^.rstocking of the 
range, it is not possible for stocteion to plan upon expanding their 
herds on the Reservation. Otherwise the range would be completely 
Yv'-rocked, Hence, anyone planning to become a stockman must' plan to 
live within tho income provided by a limited band of stock, or to' 
plan any expansion of his holdings on lands off the Reservation. 


In regard to farming, ive know that agriculture!, lands on the 
Reservation are limited. Qn new agricultural developments within 
the Reservation, about five acres for a family of tv/o is all that 
can be'allowed. Such a family must learn to live thriftily and 

W o' 

simply. 


Slmilsxly, if one’s best'prospects for the fiit'ore seen to ].ie 
in the direction of Yvagework, rather than far.ming or livestock, it 
is desirable that he learn as much as poss.iMe about tho probable 
income, the kinds oi work ave.ilable, and tne amount of schoo.ling 


- 80 - 



required. This is the tiae for one to consider one’s plans for a 
lifet'Lue of earning, according to one's personal and fcinily condi¬ 
tion, one's ability, and interest, 

liK, 16-B Suggestions for further study and discussi on 

1. Ssthnate as well'as possible the total income of ^’’our ov/n 
home (consumption group), that is the total income for a year of 
the persons in your family group triat regularly produce and share 
their living together. 


Consider the cash income from lar:Tbs, wool, rugs, pinons, or 
other sources of comi.iercial revenue. Also consider the amount of 
corn, meat, or other items produced zzid consumed at homo, and price 
them at prevailing purchase prices at traders. 

2. Find out the estimated average total income per person for 
Navaics in 1940. (See 2, table II) 


3. Find out the esti;:ritod total average income per person in 
your District in 1940. (See 2, table II) 

4. Frepare a graph similar to Fig. 16, shoY.dng the total income 
per person in 1940, (See 2, table II) 


5. Discuss how the prices received from produce, such as v/ool, 
lambs’j rugs, and pinon nuts vjould affect Navajo income, (See 1, 

Chap. 13, p.1-20) ■ ' . 

6. Discuss hov/ the cost of traders' goods sucli as cjjaned foods, 
clothing, etcetera would affect Navajo income. (See 3, p.49-59, 

64-89) 

7. Choose some vocation such as stockman, far.icr, truck-driver, 
teacher, etcetera, and estiviate the income that juigri be eeeppeted 

at thu age of 25 . *4 

Suggestions for reference and farther reading 

1, Dinoh and Governn'ient by George A. Eoyce and S. R. Fryer, 

Himeo, Navajo Service, 1939. (A) 

J. 

2, Statistical Sum:iary human ue'^endency Sux"vey ^'avajo Reservation 
1940 , L'limeo, Navajo Service, 1941. Ui) 

3, Navajo Trading by B. Youngblood, kiimcco, U. 3. Depariiont 

of AgricultLir e. Hay 1935. (a) 


- 81 - 



















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UNIT 17 - LIVESTOCK INCOI'S 


Ex. 17-A Tonics for study and discussion 


1. According to Fig. 16, v;hat was the total conimercial or cash 
income from livestock in dollars in 1936? 

2. For each dollar received from'livestock in 1936, how much 
was derived from (a) wool? (b) sheep, lambs, and goats combined? 

(c) mohair? (d) cattle? (e) meat? (f) pelts? 

3. (a) Vjliat item produced the Largest share of the coiamercial 
livestock income? 

(b) About what fraction of the commercial livestock income 
came from vrool? 

4. (a) Lbat item produced the second lai'gost share of the com¬ 
mercial livestock income? 

(b| About Vvhat' fraction of the commercial livi-stodc income 
caine from I'U-mbs, sheep, and goats comLm.ned? 

The importa nc e of good sheep 

Fig. 16 revealed that most of the Nav.i^-^o cash.income ca':ie from 
livestock. In Fig. 17, v;c see that wool accounted for about half of 
the livestock income. Lambs and sheep (including hides and meat) 
accounted for about one-third of the livestock.- income. In other 
words, approi'dmatcly 80 per cent or more of the Navajo livestock 
income v/as derived from sheep in one way or another. 

As a source of cash, the importance of good sheep which are 
heavy and produce a heavy vraol clip of good quality caniiot be oVv:,r- 
estlmated. Had the sheep of 1936 been of best qiu^lity possible.., and 
had the wool clip been heavier, the actual money earned from live¬ 
stock would have been correspondingly higher. That sheep of heavier 
weight and with heavier v/ool clip can be produced on tlie Navajo Rosor' 
vation has been amply demonstrated. The percentage of Jambs born • 
and raised could be higher than it has been. The incor.if..: fiw)m pelts 
could also be increased if tliey were hcridled better or if they vrere 
tanned. 

Learning how'- to get more money from livestock mil help -I.-e 
Navajo stockmen to raise more mutton and v^ol for the r( st o.';' t-ie 
nation. 

Ex. 17-B Suggestions for further study and dis cus s.lyn 

1. Find out vdiat percentage of livestock cash incor.e was de¬ 
rived from the following in 1940s (a)wTOol, (b) sheep, (c) wo iaire, 

(d) cattle, (e) meat, and (f) pelts. (See 1, table XII) 


-83' 









2, Find out what percentage of livestock cash incone was derived 

from the follov/ing in your District in 191.0: (a) vrool, (b) sheep, 

(c) mohair, (d) cattle, (e) meat, and (f) pelts. (See 1, table XIl) 

3, ' If any members of your family ov/n livestock, find out what per¬ 
centage of their cash from livestock is derived in each of the following: 
(a) v;ool, (b) sheep, (c) mohair, (d) cattley (e) meat, and (f) pelts 
(See 3, p.2-5) 

4, Prepare a list of the ways in vfhich pelts may be given better 
care so as to increase their cash vciLue. (See l) 

3. Learn how to tan a sheeoskin, goatskin, and cow hide, (See 1, 

p.1-18; 5, p.1-69) 

6. Make some article such as a jacket, gloves, or piece of harness 
from leather. 

7. Visit a demonstration area, such as ilexj.can Springs, and compare 
the v.rool, ai a lamb income from well-bred and vjcll-herded sheep with the 
income from sheep in j^our District. (See 2, p. 1.03-112) 

8. From a good stocicnan, learn the qualities vhnich judges look for 
in judging sheep, cattle, and horses. (See 6) 

9. Discuss hovj improved methods of mam*keting might increase the 
income from livestock. 

10, Discuss V'/hy it is Lmportant to all the Navajo people that the 
Navajo stockmen learn hoiv to raise the best stock possible, even though 
all Navajos are not stockmen. 

Suggestions for reference and further reading 

1. Statistical Summary Huma n Dependency Surve y, Na vajo keserva tion 

1910 , Mimeo, Navajo Service, U. S. DeioartiUent of Interioi*, 1911. (a)” 

2. Impro\^ment of N avajo Sheep by Cecil T. Blunn, Reprint from 
Vol. 31, Tl'.e Journal of Heredity 1910, A.rierican Genetic Association. (A) 

3. Evaluating Fleece Characteristics oi^ Navajo She ep From A N reed - 

ing Standpoint by Jar.T.es 0. Graiidstaff, Reprinted fi-om Rayon Textile 
Monthly, Oct.-Nov., 19^41. (A) 

1. Country Hides and Skins ; Skirininp' , Curing and Maricet jjy , Farmers 
Bulletin No. 1035, U. S. Department of ..\griculture, 1926. (S) 

5* Treatment of Ravdiidos, Skins and Furs by A. F. Johnson, Mlm-eo, 
Navajo Service. (^ 

6, Educational Charts on Agriculture and Hone Economics - groups 
No. 2, 3, 1, U. S. Department of Agriculture, (s) 


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WOOL SELLING 












































UNIT 18 - SELLING WOOL NOST ADVANTLOLOUSLY 


Let us follow the chanrxCls thiough v/hich wool flovrs on its way 
froni the Navajo producer to v^olen mills according; to the present 
system. First, the Navajo stockman takes his bundles of wool-, to a 
trading post. Ncxt> after the trader accumulates a supply of wool, 
he takes it to a wholesaler in a town near to the Reservation. Then 
the wholesaler v/ill sell the wool to an agent or broker vj-ho has the 
wool shipped to Boston for scouring. Soinetlnes the ’wholesaler ar¬ 
ranges for the I'TOol to be scoured and held before selling through a 
brolrer. In most instances, hov/ever, the wool is shipped-to Boston 
for scouring and sale. 

The broker has contact with many factories in various parts of 
the country. In many instances he arranges for the v/ool^to be shipped 
from Boston to factories in Philadelphia, New York, or other parts 
of the country. 

Lliat are ’ways in which this system might be improved thereby 
enabling the Navajo to receive more money for the ivool vfhich he raises 

One solution proposed is for the Navajos to form a iraol producers 
cooperative ijid to store their ’wool in a c-orirmiiiity warehouse until a 
large supply has been gathered. It is thought that if cooperatives 
would accumulate large enough supplier, they could attract bidders'to 
come to these 'warehouses. This ’v.ould eliminate pi’ofits no’.? paid to 
traders and wholesalers. It is argued th'at in would also attract a 
number of buyers who might compete with each other in bidding and 
thereby give the Navajo a better price. Certainl^v'' it is ’aiown that 
Vvholesalers are now- generally able to got bettor prices than the in¬ 
dividual Navajo stockma-n. The aim of the sto cl-mien’"would bo to so 
manage sales as to get a high price for themselves. 

Another solution proposed is to sell -dii’ect to factories vdiero- 
ever they arc located, instead of shipping to Boston fii*st. Boston 
has been the traditional'market-place for factory owners vm.shing to 
secure ravf, scoured ’wool. Shipping direct to factories in Now York 
and Philadelphia, however, v-rould be cheaper than shipping to Boston 
and then back to Nev/ York. 

A group of business men interested in this problem have begun 
operating a system of wool auctions in Denver to take advantage of 
these savings and compete v.dth the Boston market. This is anc.ther 
possibility for Navajos to consider as n.n outlet' for a wool pool or 
a wool producers’ cooperative. 

In brief,■ savings and higher prices for pro-dueers are possible 
in theory. ITnether or not they beco-ae realities depends upon the 
knowledge and practical thirdiing of the producers themsed vos. Such 
improvements wdll come about only as Navajos study the problei.a and 
exercise leadership in i-Torking out'new- w-ays. 






Ex. IG Suggestions for furthor study and discussion 

1. V'Jlien vrool is scoured, it sririnks, or loses vioight due to the. 
dirt and grease being removed. Thus, Yraol vjith a shrinkage loses 
U0% of its original, ravv v/eight. 

Find out hov; much raw wool would be required to produce one pound 
of scoured v;ool under the follmlng, conditions of shrinkage: 

(a) 401. (b) 50? (c) 60? (See 3, p.79-65) 

j . 

2. (a) Find out the price of raw wool on the Reservation this season, 
(b) Find out the approximate shrinkage of vfool in your District, 

3. The estimated total income from wool was about lialf a million 
dollars in 1940. If the Navajo people liad received a 10^^ higher price 
for all their v/ool, vdiat v/ould have been the increase in income? 

4. Investigate and report on how the Denver v/ool auction market 
operates, (fee 5.) 


5. Learn all you can and make a report on ho'v the Boston vjool sales 
are conducted. (See 6; 7; 3) 

6. It has been said that business conditions in the east affect 
the income of the Navajos. .Sxplain how idleness in eastern factories 
and lack of ivor]: among eastern v/orkers may influence the price vhni.ch 
Navajos receive for their v/ool. 

7. Learn how v/ool j.s graded and how Navajo wool compares with wool 
from other parts of the country. (See 2, p.1-23; 3, p*37) 

8. It has been said that the (quality and volume of vrool raised in 
Australia may affect the price which Navajos get for their wool. Ex¬ 
plain why this may be so. (See 2, p.]-23) 

9. Students have pointed out tlat it is difficult for Na.vajo 3 to 
wait for thoir money at wool-selling thme. The trader pays cash, but . 
a cooperative might mean a delay in getting cash. Discuss ways in 
v;hich this problem might be solved. (Sec 1, p.l05; U; 9) 

Suggestions for reference and further reading 

1. Lnprovement of the Navajo Sheep by Cecil T. Blunn, RcDriiit 
from Vol. 31, The Journal of Heredity 1940, American C-enetic .associa¬ 
tion. (a) 

2. Grading Wool, Farmers Bulletin No. 1803, U, 3. Departiiicnt of 

Agriculture, 1939. (i*-) 

3. Wool, Glossary and Reference Book, Eavenson aixl Levering Co., 

Camden, N. J., 1941. ~(K) 


-87- 














• o 


U, Cooperative Marketing of Fleece V/ool , Farin Credit Adminis¬ 
tration Bulletin, No. 33. U. S. Department of Agriculture, (k) 

Reports and catalogs of Merrion and i/ilkins Auction Co., 
Ogden, Utah. 

6. h'ool Auctions in the United States by James M, Coon and 

, G. Randell, Cooperative Research and Service Division, Special 
Report No. 86, U. 3. Department of Agriculture, May 1941. (a) 

7. ' Bulletins of National Association of VJool M.amifacturers. 

8. Bulletins of U. 3, Department of Agriculture-, Washirig'ton, 

D. C. , ^ 

9. Co-ops , liov; Far Can They Go ? U. 3. Department of Agri¬ 
culture, ICxtension Service. (a) 


i 





-88- 
















































UNIT 19 -* HOVi TO GUT BSTTiilR V.TOL PRICKS 


In Unit 18, some v/ajs of getting better prices for v/ool were 
studied. This involved the orgaiiization of new systems for selling 
wool. In this Unit we shall study v/ays in which better prices might 
be obtained in any system of marketing. 

Note Fig. 19, for instance. The first sketch suggests that the 
wool be cut close to the back so as to get all the viool from the 
sheep. Good tools and skill .are needed here. 

In the second sketch, it is suggested that the wrool be kept 
clean. VJlicn some Navajos are careless or dishonest and allov; the 
wool to get filled v/ith sand and stones, -they spoil the reputation 
of other Navajos. Buyers grovr suspicious aiid are afraid to-pay a 
good price for Navajo vrool, fearing tliat it may contain useless dirt. 

f 

The third and fourth sketches suggest that the belly be separated 
from tne main fleece and tied in separate biundles. This helps in 
grading the vrool, VJool tliat is well-graded brings a higher price. 

The last tw;o sketches suggest that wool be separated according 
to color, and according to the breed of sheep. This is another step 
tov^ard better grading which helps one to got a higher price. 

Each sketch in Fig. 19 indicates that the Navajos must take 
steps to improve their reputation for selling itooI that is clean and 
uniformly graded. Raising and selling wool is a business venture. 

In every business, a .good reputation as an honest and competent v/orker 
helps build good business. 

Ex. 19 Suggestions for fuu-ther study and discussion 

1. Suggest ways in which wool'm.ig;ht be iiept cleaner vdien Navajo 
sheep are shorn. (See 1, p.1-4; 3j p.l06) 

2. (a) Compare the slirinkage of long-haired Navajo \wol as con- 
trasted wmth shorter-haired Rambouillet t^rvo wool. (See 3? p.lOl; 

4, p.l4; Ij Chap. 8, p.2; 7) 

(b) Compared long-haired Navajo wool v^ith shorter-haired' 
w^ool as'to its usefulness for hand-.spinning. (See 1, p,12-27; 2, 

Chap. 8, p.6, 8, 9) 

(c) Fac-borles which spin fine wool on machines for woolen 
cloth pay a higher price for all wool which is uniform in qu.ality 
than for mixed-breed Navajo v/ool vmich varies in quality. Discuss 
why this is so. 

3. Discuss ways in vdiich careful, selected breeding affects the 
price v/hich one recei'ves for wool. 

4. Study and report on v/ays in which v/ool is graded. (See 2, 
p.1-23) 


-90- 




5. Visit the Sheep Laborator^^ at Wingate and; learn ways in v:hich 
they examine and test wool. (See 3, p. 109-112; Chap. 8) 

6. Learn through the Southwestern Sheep Laboratory at Wir^gate ho’w 
breeding affects quality of ?/col. (See 3^, p.lOo)' 

7. Discuss the qualities which experts look for in choosing the 
best Yrool for commercial purposes. (See 2, p.l-23;^6, p.9-36) 

8. Dxplain how a v;ool producer who sells dirt^^, urigraded wool may 
spoil the reputation of his neighbors and cause them to lose money. 

(See 1, p.2) 

Suggestions for reference ar.d further readin,g 

1, Preparing Vvool for Market. , Leaflet Do. 92, U. S. Department of 
Agriculture, 1933. Cs) 

'-bol, Farmers Bulletin, No. 1805, U. S. Department of 
Agriculture, 1939. (a) 

2. * L'^ipr ovemort of the Nava.io Sheep b;^ Cecil-T. Blunn, Reprint 

from Vol, 31, The Journal of heredity 1940, .'rerican C-enetic Association. 

(..) 

4. Wool Characi-eristics in Relation to Navajo '/eavL ig by James 0. 
Grandstaff, Techaiical Bulletin No, 790, U. S. Department of Agriailture 
1942. (A) 

_5. Dineh and Goveniinent by George A. Boyce and S. R. Frj/er, mimeo, 
Navaio Seradce, 1939^ (A1 

‘6, Wool, Glossal^/ and Reference Book, Eavenson and Levei’ing Co., 
1941. (sT ' 


!• Ra^"^bo ^-illlet Sheep , The ikierican Rambouillet Sheep Breeders 
Association, San nngelo, Texas, (a) ‘ 


-91- 


















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PRESENT 



POSSIBLE 



RUG SELLING 



TRADE 


PRODUCERS’ COOPERATIVE 



TOURIST 

TRADE 


























UNIT 20 - RUG SELLING 


In Unit 16 v;e learned that rug-vreaving yielded, an average income 
of only $8 per person per A^ear. On the other hand, this v/as nearly 
one-fifth of the average cash income. Rugs, therefore, produce cash 
which may be very valuable in meeting crises such as buying food in 
the ?;inter, or when cash is sca.,rce in between lamb and wool selling¬ 
time. 


In Unit 18, v:e studied some of the ways in vhich cooperative 
selling might increase income from wool. Now v/e shall explore some 
of the possible ways of getting higher prices for rugs so as to in¬ 
crease income. 

The present system, as shov'/n in the upper half of Fig. 20, is 
for rugs to be sold to one's trader. After awhile the trader sells 
these to his wholesaler in exchange for more supplies''for his shelves. 
Most of the rugs then go from the wholesaler to other tradir^g posts 
on Y7ell-t raveled routes or in towns for sale to tourist's. 

There are some disadv.antages to this system.. Probably the chief 
disadvantage is that the ultimate market ir. this s'^stan is the tourist 
trade. T’Ost tourists are seeking souverirs and are unvdlling to make 
expensive piirchases. They are not discrlninating buyers of high 
quality rugs, • For this reason, the wholesaler does not exercise full 
effort to develop nev; markets. As long as he can dispoipo of poor rugs 
at a profit, he is under no pressure to bother about opening new mar¬ 
kets for better rugs. This in turn affects the business attitude of 
most traders who sell to the wholesalers. 

Taking a longer-term vievr, however, the Navajo craftsman spoils 
his reputation when iie produces only lovz-cost, inferior ai'^ticles. 

There are m.any Navajos, it is believed, who viould prefer to weave 
superior rugs and who should therefore receive higher prices for 
their craftsmanship. 

Some persons believe that a rug-selling cooperative, or a general 
arts and crafts cooperative, can accomplish several valuable results. 
Profits go to the Navajo tribe,, for one thing. Further, such an or¬ 
ganization is interested in building up a reputation for handling 
superior mierclmandise. It seeks moro well-to-do buyers vdio v/ant and 
will pay for- superior merchandise. Building up such a market will 
enable the superior craftsman to sell his goods to advantage. These 
are alns of the Indian Arts and Crafts Board of the Indi.-u:i Service 
and of the Navajo Arts and Crafts Guild. 

Others point out that such a movement is to the advantage of 
private as well as cooperative trading posts. They argue that it is 
to the advantage of traders if Navajos earn more mone 3 ^ vilth v/hich to 
buy groceries and other supplies. Some traders subscribe to this. ■ 
Doint of view. 


-93- 


V'Jiiether or not markets for superior arts are suecessfulDy tapped 
by coopoiatives or by private traders depends in large part upon v^hat 
both the traders and the Navajo craftsraen themselves do in the coiirse 
of time. Certainly, the Na.vajo people, both men and women, have an 
interest in finding markets for talented craftsmen and in seeing that 
they are well paid for their articles. 

Sx. 20 -- Suggestions for further study and discussion 

1. Perform the following steps in order to compute how much one 

earns in weaving a rug: (See 8, table XLVl) 

a. Determine the weight of the finished^rug. 

b. On the basis of sririnkage, compute the amount of raw v/ool 
used. 

c. Use the market price of raw wool to compute tl-e value of 
the wool used. 

d. Add the cost of dyes or other materials used, to the value 
of the wool. 

e. Subtract th>^ above total from thv. price of the rug. This 
win bo the amount of money earned, by the V/'caver. 

2. List the oualities of' (a) a good saddle bl-ai.ket, (b) a good, 
floor rug. (bee 1, p.3-36; 7, p.5-75; 2, C;!",p. S, p.3-5) 

3. Com.parc the prices of well-woven lugs of different types of 
pattern, such as (a) analine red, (b) all vegetablc-d;'e, and (c) 
natural colors. (See ?) 

4. Compare the rugs from communities which have built up a unique 
type of pattern, such as Two Grey Mills, Teec dos Pos, Chinle, and 
l/ide Ruins. (See U, p.3-32) 

5. It has been said that rug-wea\dng is one way of raising the 

price of vrool^ . Discuss this. 

6. List other crafts which Navajos oi'oduce for sale. (See S, 

pn-69) 


7. Suggest new items which might be made by the pivoils or adults 
in 3 rour community for sale. (See 3, p.7-.?3) 

8. Outline v/a/s in v/hich members of your community miglat take 
advantage of the tribal r-.rts and Crafts Guild. (See 3, p.1-69; 6, 

p.1-48) 

9. Drav/ sketches suggesting ways in v/hich Navajo-nade articles 
might be placed in a modern home to make it attractive. 

10. Take up some hobby such as rug-weaving, sliversmithing, water 
coloring, metal working v/oodv/orking, or leatherv/orking and arrange to 
learn more about it. (See 2, Chap. 2, p.13-17) 


-94- 




Suggestions for reference and furtlier reading 

1. V.'Ool Characteristics in Relation to Nava.i6 hea\ang by Janies 

0. Grandstaff, U. 3. Department of Agriculture TecVihical Bulletin 
No. 790, January 1942. (n) 

2. Dineh and Government by George A. Boyce and E. R. Fryer, 
Llimoo, Navajo Service, 1939. 

3. Navajo Pottery ^»ianufacture by :J, Hill, University/- of 

New Mexico Press, Bulletin uo. 317, December 1937. (S) 

k* 1^*^ Navajo by J. B. Moore, 1911. Publisher not given. Out 
of print. (Copy in V.'indov/ Rock library) 

_5. Treatment of Ravdiides , Skins and Fuins by A. P. Johnson, 
Mimeo, Navajo ScrviccT! (s) 

6o Co untry Hides and Skins ; Skin ning , Curin g and Marketing ,: 
Farmers bulletin No. 1055, U. S. Department of Agriculture, 192-6. (a) 

!• B ava jo Native Dyes by Nonabah G. Bryan arid Stella Young, 

U. S. Office of Indian Affairs, 1940. iZ) 

8, St.atistical Suniritary Human Depend cnev Sui'-vey - Navajo Reserva ¬ 
tion 1940, Mimeo, Nav-ajo Service,"1941^ 



-95- 

































ANNUAL EXPORTS S. IMPORTS 

OF THE 

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FIGURES DO NOT INCLUDE; WAGES, OFF RESERVATION 

PURCHASES OR - SALES 



















































































UNIT 21 - NAVAJO EXPORTS AI^ID IMPORTS 


Ex, 21-A Topics for study and discussion 

1. In Fig. 21, the item of "miscellaneous” is mostly composed- 
of pinon nuts and silver jewelry. Accordingly, y/hat three items .. 
constitute the major exports from the Navajo Reservation? 

2. According to Fig. 21, what three items constitute the major 
imports to the Navajo Reservation? 

3. Note that Fig. 21 includes goods only, v/ages are not in¬ 
cluded, since these are not exportable goods. Hovr does this explain 
the fact that the value of imports is greater than the total value 
of exports? 

A. Aliat single item accounts for slightly more than half of the 
exports? 

5. l.liat single item accounts for more than half of the imports? 

6. Explain why it is that the Nava.‘os, although a rural, agri¬ 
cultural people, spend half of their raoiie;* for foods. 

7. Mhat disadvantages do a rural people face who have to spend 

over half of their money for foods? ^ 

8. Suggest ways in w'hich the percexOtage spent by Navajos for 
foods might be reduced. 

The advantage of exports 

Exports are an advantage to a.ny people. Sig)orts imply that the 
region is able to produce tilings which other parts of the wor]d need. 
In this case, the Navajo people are. raising meat and wool to help . 
feed and clothe the rest of the nation. Exports are the means, too, 
by Yjhich the Navajos mal-ce exchange for goods from other parts of the 
world. If the Navajos did not produce extra mutton and weol, fine 
rugs, and fine silvenvork, they would be unable to secui-'e in exchange 
such things as coffee, mcinufactured cloth, axes, plows, wagons, and 
other such things. It is through ex^^orts that the Navajo people are 
helping themselves and helping the rest of the .nation. 


It should also be noted that the difference between ex;;x)rts and 
Imports must be made up through wagework, since the Navajos’ imports 
exceed their exports in value. It is extremel.y important for the 
Navajos to get training vdiich will enable them to secure wagei.'ork, 
if they are to mai'ce full use of their manpov^er and get the things 
they need. 


-97- 





The role oi Imports 


Due to variations in clmate, resources, and si.ill, verv few 
regions and verj few nations can produce to best advantage all of 
the things they desire and need. Thus - the Navajos cannot raise 
coffee nor manufacture cloth and metal products. On the other hand, 
the Navajo people could achieve appreciable savings if they'raised 
all of the things nov; imported but which could be raised to advan¬ 
tage on the Reservation. 

For example, to import flour is costly. ViHieat that is raised in 
Kansas and Colorado, milled by city-priced labor^ freighted to Gallup 
and then trucked many lailos over rough. Reservation roads, is neces¬ 
sarily expensive. Consequently, every bushel of'wheat that‘can be 
raised on the Reservation and ground into flour at the tribal mill 
results in lowering the cost of flour for Navajos. This is worth con¬ 
sidering, since flo-or is the largest single im.port. Similar savings 
could be achieved on peaches, potatoes, tomatoes, or any other food¬ 
stuff that can be raised locally instead cf i:..pont:ng. 

Rural -peopr. 3 v:ho can raise a mazdmum por-'-don of the to subsistence 
by diversifyinr their crops are in a better economic'll position than 
people who rnse -’mport most of their foor^’.I-‘s.. Consider, for in- 
st.ance, Yma't the effects v;ould be should tho p’lco of mutton or v/ool 
bo abnormally lov7. Th^ cash income of tiic peoj.'.r. v.’-culd be abnormally 
low and they would be unable to purchase sufficr.ent foods, however, 
if they had met such a possibility by raising as much as possible of 
their food needs, the low price for sheep would bo less disastixDus. 

17g may also note that the large portion spent for food imports 
cuts down the cash available for productive’equipment. Productive 
equipment includes such items as plows and other farm machinery and 
tools. Ihany communities would bo better off if they could so manage 
things as to have more money to spend for plov/s, seeds, tanning, tools, 
flour grinders, and such things. 

Ex. 21-1, Suggestions for lui’thc-r study and reading 

1. Discuss how improving the quality of sheep could markedly affect 
the money available for imports. (See 1, p.1-7; 2, p.2-5) 

2. Discuss how newr methods of selling sheep, wool, and rugs could 
markedly affect the money available for imoorts. (See k, Chao 10, 
p.18-35) 

3. Discuss how learning new skills for Scilary and wagev.'ork could 
markedly affect the money available for toiports, 

1. Discuss how subsistence gardening, n:amcly raising a variety of 
foodstuffs could affect the money available for imports. (Soc l,, Chap. 
11, p.l-15) 


-98- 






5 . List the tj^'pes of p^i^^iuctivo oquipment v;hich it v^ould be 
advantageous for Nav .jos to 'bq able to buy, 

V, 

6 . Discuss hovv unwise or uneconomicol buying of goods can re¬ 
duce funds available for more necessary imports. (Sce ^5 'P.33-7.'3) 

i 

7 . Hoyj can the advice of traders help Kavajos to spend their 
money more wisely? 


Suggestions for reference and further reading 

1, h'ool Characteristics in Relation to Nava.io ''leaving by James 
0. Grandstaff, U. S. Department of Agriculture, Technical Bulletin 
No. 790, January 1942. (a) 


2, Ei'^aluating Fleece C'naracteristics of Nava.io Sheep From A 
Br’-^ eding Standpoint by James 0. Grandstaff, Reprinted from Rayon 
Texiile Honthly, Oct.-Nov., 1941. 




3. Ma thematics of Ever:'day Life - Finance Unit by Georgd A. 
Boyce and hillard Vfi Beatt:/", Inor ^"ublishing Company, 1936. (S) 


4. U.i.neh and Government by George a. Boyce and F. R. Fryer, 
Mimeo, Navajo Ser^/ice, 1939. (A) 



/ 


- 99 - 



















SALES AND PROFITS OF NAVAJO TRADERS 


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UNIT 22 - PROFITS OF NAVAJO TRADERS 


Ex, 22-A Topics .for study and drlscussion 


1, According to Fig. 
average volume of sales: 
stores? 


22, which type of store has the greatest 
trading posts, general stores, or chain 


2. According to Fig. 22, v;hich t;^rae of store has the greatest 
net profits on the average: trading posts, general stores, or chain 
stores? 


3. (a.) About viiat is the average volume of sales in dollars 
for trading posts? 

(b) About i,.'hat is the average profit'in dollars for trading 

posts? 

(c) Average profits of trCvding posts are about what per¬ 
centage of sales? 

A. (a) About Vvhat is the average voluiie of sales in dollars 
for general stores? 

(b) About what is the average piv''it in dollars for general 

stores? 

(c) Average profits of general stores are about what per¬ 
centage. of sales? 


5. (a) About v/liat is the average vol.urre of sales in dollars for 
chain stores? 

(b) About w'hat is the average profit in dollars for ciiain 

stores? 

(c) Average profits of chfiin stores are about what percentage 
of sales? 


6. According to Fig. 22, which typo of stor^. nialros the higliest 
percentage of profit: trading posts, gcncrsl sterns, or ch?JLn stores? 

7. (a) Can you properly conclude that all trading posts riiake 
about the same profit? hhy^' 

(b) Can you pi’operly conclude that tradirif; post profits for 
all years are practiccilly the same as for the year r933? 

Fair profits for traders 

The problem of v/hat constitutes "fair profit” for stores is a 
much discussed and controversial one. Some persons argue that onouf^^i 
profit for a trader to make a good living is a fair profit. Otiiers 
argue that this depends upon whether or not the trader is efficient. 
They maintain that inefficient traders ca.mot properly clain as much 
profit for their services to society as more efficient uraders. 

Some persons argue that a "fair profit” should be c?. certain per¬ 
centage of the volume of sailes. In opposition to this it is argued 


- 101 - 





that efficient traders crja make a li^dng on a smaller percent of 
profit than inefficient traders. 

Most persons agree that an efficient trader is entitled to a 
profit commensurate rmth the service he is in a position to render 
to the people. In any event, the public .is interested both in 
securing goods at the lowest price possible and seeing that trades¬ 
men and other workers receive a fair income and wage. 

Hov.' bo get goods at lov;est prices 

It is often maintained that competition viill automatically result 
in lov/er prices. If this v/ere always true, then four or five trad¬ 
ing posts alongside each other should result in lower prices than 
just one trading post. But suppose that all other trading posts are 
many miles av/ay. And suppose that these nearhy 'traders all charge 
prices high enough for each one of them to make a good living. Then 
the commurrh'.y w^Ml be supporting four or five traders instead of 
only one, w'uld seem th.at the locat:!^.on and t'.^ oolicy of business¬ 
men determine wh.'oher or not competition and lov: prices v^mll result. 

Stores in tor.ns estimate that several hundred families of average 
circumstarico am.^ :eeded to make one store . md ruatd.v' •; ■'ofitable. If 
this is so, le.u- than 50 ti'ading posts wO'.;1g d. a number cn 

the Reservati Oil idiereas there are approximately a b unred in addi¬ 
tion to many other treading posts close to the heservatlon. But a 
small number of posts would place than at a greater'distance apart 
and result in much more inconvenience to the people. 

This raises two questions: Can the Navajo people reald.y afford 
the convenience of supporting as many independent white traders as 
they now do? Or could a more efficient and more economical t;ype of 
trading institution be developed? If the answer to the first question 
is "NO", thfui solutions to the next question need to be studied vig¬ 
orously. 


Some students of the problem believe that some sort of chain store 
or supermarket v:ith sm.aller stores owned bp,'- the central store, as has 
developed in other parts of the nation, would be able to achieve lower 
prices at a fair profit to the ovmers. Others point out that co¬ 
operative stores ’mould at least put the extra profits back into the 
pockets of t.he people. The experience of Llie cooperatives now in 
operation should be studied carefully. 

However, not all of the Navajo trading posts are equal.ly profit¬ 
able. Some are in poor locations with a snail amount of trade.. It 
is doubtful tbat a cooperative could maize enougli money in such pJaces 
to be able to hdzre ais efficient zaanager. 

In this connection, it has been claimed that the larger and iuore 
profitable cooperatives or trading oosts might train persons who would 
be willing to vrork at a modest 'wage and be able to manage a sm.all store 
with a limited variety of goods - something like a service station for 
supplies. 


- 102 - 



Certainly it is false to assume that all traders make a fat 
profit. It is false to assume that all traders are interested only 
in themselves and have little concern for the Mavajos’ welfare. But 
it is extremely important tlaat the Navajo people do everything pos¬ 
sible to get trading posts that are efficient and economical, vdiether 
owned by private or cooperative capital; The Navajo people cannot 
afford to sell exports at lov; prices and buy imports at high prices. 

Bx. 22-B Suggestions for further study and reading . - 

1, A man who lives 50 iTiiles from tov/n and travels by auto con- 
suiiies about 6 gallons of gasoline in the round trip. Disregarding 
oil, vjear and tear on tires and other parts, what wbuld a romid trip 
to town cost hiia at present gasoline prices? 

2, A certain article was priced at ?1,50 in town arid 12.00 at 
the nearest trading post. If this vras the only purchase to bo made, 
would it be cheaper to drive to town for the piirchase or to get it 
at the nearest trading post? 

i 

3, Make a list of ordinary/ purchases for a Navajo family for 
one week’s supply. Compare the cost of th-^ tot.11-purchase being 
made in tovm with the cost of buyin.g at the nearest trading post. 

A. Discuss the advantages of buyir^ staple goods in large quanti¬ 
ties. 

5. Discuss the difficulties which many Navajos face in paying 
cash for their supplies. 

6. Investigate and report on the legal restrictions Yrhich the 
federal government places upon licensed traders in operating trading 
posts and in granting credit on pavm. (See 2, p.111-118) 

7. E:eplain hoy; dishonest buyers i/ho fail to pay their debts at, 
trading posts make prices higher for other persons. 

8. Visit a Navajo cooperative trading post and learn how it 
started, hov; it operates, wbat prices it charges, and hoy; the profits 
are h.'.mdled. (See 4, p.1-10; 6) 

9. Suggest v;ays in wdiich alert traders miflit achieve a more 
economical system of operating trade on the .Reservation. 

10. Report on hov; a y;ool cooperative might be formed and y.'hat 
its advantages and. ri sics might be. (See 1; 3, p.10-21; 1^, p.1-2) 

11. It has been said tliat if the Navajos could sell at 10 per 
cent higher and buy at 10 per cent lov;er, it y;ould be like adding 
20 per cent to the Navajo lands. Explain how this v.^ould be so. 

12. Explain v/ays in v;hich personal advice to Navajo buyers by 
private' traders or cooperative store managers could help make tliC-: 
Navajo dollar go further. (See 6) 


- 103 - 




13. Discuss hov; learning to 2*aise better sheep vrauld help both 
traders and Navajos, 

14. Tell how learning to raise and preserve a greater variety of 
foodstuffs would affect the. kinds of goods carried b^' tradin^^ posts. 

Suggestions for reference and .tbrtrier reading 

1. Cooperatives for Indians by Edward Huberman, IS pamphlets, U. S 
Department of Interior, Office of Indian Affairs, 1938. (s) . 

—• Navajo Trading b^'’ B. Youngblood, Jiimeo, U. S.\Department of 
Agriculture, kay 1935. (A) 

3. Self-Help Cooperatives by Di\d.sion of Self'-Keip Cooperatives, 
Federal li-iergency Relief Administration, Washington, D. C. (a) 

4 . ^"-L■^ws of the N avajo C ooperative so elation, Mimeo, Navajo 

Service. 

5_. Gorfe’^en.'.-s (ui Coo per ativ^e "-ool Pools At Many Farms Ca.nne rv 

MemoranduiiL by !•: ie L. Young, Mimeo, Navajo Service, ■'e,,w20, 1942. 

6. A Catal''g.u3 o:" L iterat ure on. Consiiiiar Cc^ncra-' .^n by Ti-e 
Cooperative lo7 W. 12 St., N.Y.Co Ta; 


-104- 


















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DISTRIBUTION OF LIVESTOCK OWNERSHIP 

DLTRICT I 



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UinT^23 - DIFF^'C^ IN STEALTH Aif)NG NAVAJOS 


Sx, 23-A Topics for study .and discussion 

i‘. If 10 per cent of all the people own 45 per cent of the live¬ 
stock^ does this mean that this 10 per cent of the people probably 
ovvn small herds or large herds? 

2, If 60 per cent of all the people own only 15 per cent of the 
livestock, does this mean that this portion of the people probably 
ovm Siiiall herds or large herds? 

3. V/hich group in Fig. 23 represents the relatively v/ell-to-do 
stockmen in District 1: the left hand group, the middle, or the 
right hand group? 

4» The data in Fig. 23 are based upon the year 1936. (a) Does- 

this necessarily mean that a simil.ar situation ecd.sts .in all Dis¬ 
tricts? (bj In all years? 

Nava ,io liv estock ownership in 1936 

DI:en tnc livestock inventory was t.aJ<en in 1936, there was a 
great variation in the holdings among different owners. Some stock¬ 
men had large holdings, running into thousands of heads of sheep in 
their flocks. Others had very small flocks. Some had none at all. 

Those that had no livestock are included, of course, in the 
right hand sketch of Fig. 1. It must be noted, therefore, that 
Fig, 23 applies to livestock only. It does not apply to other forms 
of wealth. 

In other words, not all of the persons included in the right 
hand sketch were poor. Some of thei.i had good farmlands. Some of 
them had much silver and turquoise. Some of them had jobs. There 
are many kinds of v/ealth besides livestock. 


liov/cver, it may be concluded that those in the left-hand s.ketch 
had large holdings of livestock. Those in the right-hand sketch 
had little livestock, and many of the persons in this group were 
exceedingly/ poor. 

Livestock OY/nership in 1942 

In December 1941^ every Navajo stockman on the Pieservation was 
required by law to reduce his holdings to 350 sheep unit's. This was 
done in order to reduce the livestock in each District nearer to the 
carrying capacity of the range. This affected very few person's in 
the middle group and none in the right-hand group. It did affect 
some of those in the left-hand group, xuamely those v/ho hold more . 
than 350 sheep units on the Reservation. Those wore the persons 


-106- 







who were best able to afford reduction, and those were the persons 
primarily resoonsible for the i 3 reat over—stocking of the range. 

You will recall that in Unit 1, it was pointed out that the 
Reservation belongs to all of the Navajo people. Therefore, those 
o'wners viho vrere using so much of the tribal grass that the tribal 
lands w'ere being wrecked, were required to reduce their herds to the 
carrying capacity of the range. 

Some of these large owners sold their excess sheep and put their 
cash into cooperative trading posts or other business enterprises. 

Some of them leased lands off the Reservation, and began to operate 
on private lands like stocl<men in the rest of the nation. Owners of 
smaller herds 'were required to reduce the nuraber of ^horses owned and 
wliich v;ere not needed. Many Navajos sold off horsey that wnre of too 
poor qualit^^ for productive work and were'wastih'gv_the precious grass. 
Many families gob'rid of their cull stock, either through sales to 
traders or •^’o the tribal cannery at Man;^’’ Farms which offered a good 
price for such stock., j.n many different v/a.ys, -chti havajo people co¬ 
operated is. r:aLc;.,.ng t^eir livestock to ran go-carrying capacity. 

IVithouG havliy gone through this program, al.'..hough it was bitterly 
opposed by soior .n.cnbors of the tribe, the '.'•^v>,jo people today would 
be YiTithout s'aff:'-.-icnt .grass to raise good sheep,. Now they are learn¬ 
ing to raise hir. ;^..r and better sheep so as to incr^case their income 
vmthout destroying the grass. The Navajo people may'well bo proud of 
this achievement. 

The prospects of Navajo stockmen 

There is little likelihood that individual Navajos can expect to 
run huge flocks again on the Reservation. Now’ that the range is stocked 
to carrying-capacity, stockmen can be assured of sufficient grass for 
herds of modest size. Their chil.diren can be assured of a chance to 
learn proper management of livestock. 

For those who want to build up huge flocks, their planning must 
go in the direction of leasing and buying ].ands outside of the Reserva¬ 
tion. V7ith the skill that he has acquired in raising sheep on the 
tribal lands, the ambitious‘stockman can proudly stand up in competi¬ 
tion with stockmen anywlore. 

Young Navajos vfno own no sheep, or whose pai’cnts do not have large 
permits to share with their children, can not plan upon building up' 
large livestock holdings on the Reservation as in former times. Times 
have changed. As shoivn in Unit 2, the Navajo population has increased 
tremendously, so that there is no longer sufficient range for every 
Navajo. Ilany young men should lay life plans which vd.ll enable them 
to earn a living in some other v/ay, as faimers, artisans, or profes¬ 
sional v/orkers. 


-107- 






Ex. 23-B Suggestions for f^irther study and discussion 


1. Study and learn the grazing regulations tliat noiv apply on the 

Reservation. (See 1, p.2-3; 2, p.1-6; p,5-8; 7, Chap. 13-14) 

2. Read and beconie familiar with the regulations of the Taylor 
Grazing Act* (See 2f x^*l-8) 

3 * Prepare a report on ways in which Navajos may improve their 
range management practices. (See 3, p.69-70) 

4. Report on steps that have been taken'during the past several 
years to improve the range in your District. 

5. Outline a specific program ;jhereby owners of small herds in 
your District might combine them for herding, and achieve balanced 
use of the range so as to prevent erosion. 

6 . Investigate the distribution of vrealth in the rest of the 
nation, (See 8) 

7. Report on the amount of income tax charged to persons of various 
incomes in the rest of the nation. (See 7, p.757) 

8 o In^.^estigate the range of income for'several different types 
of workers in the nation, such as teachers, doctors, businessmen, 
farmers, etcetera. 

9. At current prices for lambs and vrool,' and on the basis of 
average lamb crop and wool clip'in your District, compute the annual 
income from a herd of 150 sheep. 

10. Suggest ways in v/hich income from sheep might be increased. 
Consider the entire problem, such as methods of breeding and herding, 
and methods of selling. (See 6; 7, Chap. 14) 

Suggestions for reference and further reading 

1. hava.io 'Indian Land by E. H. fryer, Mlmeo, I^avajo Ser-'/ice, 

Nov. 2 4, 1941. (h)' 

2. Grazing R e,'nle.tions For The N avaio and Hooi Reservati ons, 

Mimeo, U. S. Department of the Interior, amended, 1-28-33. TA; 

_3. The Taylor Grazing Act , 48 Statute 1269,'Government Printing 
Office, Amended June 193°. Ta) 

4. V/orld ALnanac , New York Vforld Telegram, 1941. (-) 

5. Navajo area Ran-ge Plaining Procedor es, Ilimeo, Navajo Service, 

19407 


6 . Nahasdzaan Poo Bikaa * Dine * e Baa Hani’ by Robert 'V. Young 
and Wdlliam Morgan, Mimeo, Navajo Service, 1941. (S) 


-108- 

























7. Pinch and Gdvcrninent by George Ai'''Hbyce“ and S. R. ^^rybr, 

Mhiieo, Navajo Service, 1939. (-O 

8 . Consumer Incomes ^ The United States , National Resources 
Committee, U. S. Government Printing Office, (a) 








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CASES BROUGHT BEFORE NAVAJO COURTS:.: !938 

EACH SYMBOL REPRESENTS 40 CASES 



OTHERS 

























UNIT 24 - LAW OK THE NAVAJO RESERVATION 


Ex; 24-A Topics for study and discussion 

li (a) According to Fig. 24, what v/as the most frequent t^^pe 
of violation brought before the courts in 1938? 

(b) V/hat was the total numlcer of cases? 

2 . (a) L/hat v/as the second most frequent type of violation 
brought before the courts? 

(b) Lliat vias the approximate number of cases? 

3 . (a) Vliat v/as the third most frequent type of violation 
brought before the coui'ts? 

(c) VThat was the approximate number of cases? 

4^ (a) About how many cases altogether were brought before the 
Navajo courts in 1938? 

(o) About what fraction of the total vras caused by liquor 
violation and disorderly conduct? 

(c) About what percentage v/as in this group? 

5. (a) About what fraction of the total was caused by assault 
and battery and violence? 

(b) About what percentage was in this group? 

6 . (a) About what fraction of the total was due to the two 
upper items combined in Fig, 24? 

(b) About vdiat percentage was in the two upper groups combined 

The Nava.io Law and Order Code 

On June 2, 1937 the Secretary of the Interior cjad the Com¬ 
missioner of Indian Affail's approved rcg-ulations for the-establish¬ 
ment of a Court of Indian Offenses presided over by N;-.vajo judges. 

This court has jurisdiction over all misdemeanors committed by any 
Indian.within the Navajo Reservation and over civil cases in which 
members of the tribe are involved. 

A full statem.ent of the duties and powers of these judges is 
contained in tiiraeo Bulletin No. 110240 - Sp ecial Regulatio ns Govern¬ 
ing Lavi and Order on the Navajo jurisdiction. This code or bocqs of 
rules describing offenses, the conduct of Navajo police, and the 
poviers of Navajo judges v/as the result of a careful st.udy by Navajo 
leaders vrarking in cooperation v/ith federal officials,- Every resi¬ 
dent on the Reservation s'nould be thoroughly fmmiliar with his rights 
and his duties as defined in this code. 

Historically, the first v;ritten statement in which the Navajos 
assuTiied responsibility for keeping the peace and maintaining order 
was in the Treaty wdth the Navajo . commoniy knoym as the Treaty of 
188S. This arrcingoment sufficed in earlier times when the region 


-111- 












v;as under the administration of the-army. However, as the tribe in¬ 
creased and transportation improved, conditions chan^^ed and tne Navajo 
people faced new problems. The nature of some of these new problems 
is clearly reflected in the definitions of crimes listed in the present 
code. 


In the 1930 's it began to be recognised that the Navajo people, as 
citizens of the United States, should have the legal right of partici¬ 
pating in solving many Reservation problems and determining appropriate 
punishments for offenders. 

To understand the rights and duties of all citizens, vdaich served 
as a background in establishing Navajo courts, one should be familiar 
with the Declaration of Independence and the Constitution of the United 
States, 

The Navajo Tribal Council 

In order tha>.t the Navajo people raight haare an organization that 
v;ould enable Lhom to share increasinglj'' in'right's and duties according 
to the spirit of the nation’s Constitution, the Tribal Council of 72 
elected members and officers was established in 193o. The authoritj^ 
of this council is based upon the administrrtive policy of the Secre¬ 
tary of the Interior and the Commissioner of ii.dian Affairs, and on the 
Treaty of 1868„ In this policy, the Council has been encouraged to 
take direct action on problems that are entirely internal problems, 
and to give ad\d.ce or make recommendations to the Commissioner on other 
matters. 

The Council is becoming an increasingly effective organization on 
the road to self-government. Somevdiat like the House of Rt.presenta- 
tives of our national Congress, the Council meets at least once a year, 
and at other times upon special call of the Chairman. The history of 
its development, and ways of improving its effectiveness shouJd be care¬ 
fully studied by all Navajo adults and children. 

Traffic control aiid public safety 

In an effort to reduce accidents on the Reservation, Safety Com¬ 
mittees composed of Indian Ser\'ice personnel v/ere organized in 1936 
in different parts of the Reservation. Each area now has such a com¬ 
mittee. These committees meet regula,rly to drav; up traffic regeilations, 
to handle requests for drivers' permits, and to re:x)rt on various types 
of hazards wtiich come to their attention. Present traffic regu.lcitions 
correspond to Sta.te laws. 

Through the CCC and the schools, instruction is given in the driving 
of automobiles and in first-aid as outlined by the Ajnerican Red Cross. 

In the case of special emergencies, the Navajo police officers strjid 
ready to give assistance. The police force is authorized to enforce 
traffic regulations and to enforce the Special ‘•Regulations Governing Lav/ 
and Order. Thus, the Navajo people are protected against violators of 


-112- 


/ 





the law and are assisted in meeting various disasters, 

Zx, 24-B Suggestions for further study and discussion 

1. Outline the rights and duties of the Navajos in each article 
of the Treat; 7 ; of 1868. (See 1; .3, Chap. 15, p.7-9) 

2. Visit a trial in one of the Navajo courts and report on the 

v/ay in which the court operated. 

% 

3. Study the Special Regulations Governing Law and Order, and 
report on how an individual is protected against false imprisoiinent 
or police abuses, (See 2, Chap. 1, Sec. 12-17; 3, Chap. 15, p.ll-].3) 

4. Report the laws of marria.ge and inheritance as outlined in 
the Special Regulations Governing Law and Order, (See 2, Chap. 3, 
Sec. 2, 5; 3, Chap. 15, p.13-14)^ 

5. According to the Special Regul^itions Governing Law and Order, 
give the meaning of each of the folloe/irg terms, and the maximum 
penally that may be imposed^ 

(a) juvenile delinquency, (b) assault, (c) batterg’, (d) theft, 
(e) disorderly conduct, (f) perjury. (See 2, Chap. 5, Sec. 1, 2, 5, 
9, 12, 3Cj 3, Chap. 15, p.15-17) 

6. According to the Special Regulations Governing Law and Order, 
give the meaning of each of the following terms, and the maxiiaum 
penalty that ma}'" be imposed: 

(a) reckless driving, (b) liquor \dolation, (c) adulteTy, 

(d) illicit'cohabitation. (See 2, Chap. 5, Sec. 13, 16, 22, 23; 

3, Chap. 15, p. 16) , ^ 

7. According to the Special Regul/ations Governing Lav; and Order, 
give the raesning of each of the following terms, and the maximiun 
pemrlty that may be imposedt 

(a) reckless drigd-rg, (b) licuor violation, (c) adultqiy, 

(d) illicit cohabitation. (Soe 2, Cliao. 5, Sec.13, 13, 22, 23; 3, 
Chap. 15, p.l6) 

8. Accordiy^ to the Special Regulations Governing Lav; and Order, 
give the meaning of each of the following terms, and the maximum 
penalty that msy be imposed: 

(a) misbrai'iding, (b) failure to remove infectious animals, 

(c) stock trespass, (d) failure to dip sheep, (e) makirg false report 
of stock ov.ned, (f) refusing to brand. (See 2, Chap. 5, Sec. 9, 37, 
39, 40, 41, 45; 3, Chap. 15, p.17-18) 

9. Prepare a report on the history'' of the tribal coui'icil from 
1923 to the present. 

10, Report on the salary and duties of Navajo judges. (See 2; 

3, Chap. 15 , P.R-IO) 


- 113 - 




11. Describe how delegates to the Tribal Council are selected. 

(See 3, Chap. 19). - .. 

12, Discuss the meaning of each Article and section of the 
Constitution of the United States, (See 5) 


13 . Discuss 

the 

me aning 

of 

each 

of the Urrited S 

tates. (See 

5) 


14 . Discuss 

the 

meaning 

of 

each 

constitution. 





15 , Discuss 

the 

meaning 

of 

each 


tution. 


16. Discuss how police investigations of crimes such as theft, 
liquor \dolatior:s, etc. can be of help to innocent parties, 

17 . D' .^c’iss how innocent parties can be of help to policemen 
in c-nforc'.ng the law in such crimes.. 

18. Describe the correct wa;.^ of disple.'^ini or carr'/ing the flag 
of the United 3nates. 

Suggestions fo i i eferonce and furtiicr roa d inr; 

1. Treaty of 1863, Mimoo, bavajo Service Libraiy. \(a) 

2. S pecial regulations Governing Law aha Order , LILneo Bulletin 
No. IIO 24 O and subsequent revisions. Navajo Service, ’ (a) 

3 . Dineh and Government by George A. Boyce and S. R. PVyer, 

Mimeo, Ilavcjo Service, 1939. (A) 

4. Uii itod States Code a nnotated . Title 25 ' - Indians , v/est 
Publishing Company and Ldward 'Thompson Company, 1928. Ta) 

Udited States Government ^ianual , U. S. Information Service, 
Superintendent of Documents. (^) 


-114- 
























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hL'NAV aUO RtSLHVATluK 
ROADLESS AREA 


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UlIIT 25 - COI'e'iUNICATION AIID THAI IS PORT AT ION 
ON THE NAVAJO RESERVATION 


Ex, 25~A Topics for study and discussion 

1, V/hat is meant by the shading on Fig. 25? 

2, In what District or Districts does the lower shaded portion 

lie? 


3. In v;hat District or Districts does the middle shaded portion 

lie? 

4. In what District or Districts does the uoper shaded portion 

lie? 

5 . VvTiat schools or trading posts, if any, lie within the lov/er 
shaded portion? 

6 . t/hat schools or trading posts, if any, lie v/ithin the middle 
sha.ded portion? 

7 . VTiat schools or trading posts, if any, lie v;ithin the upper 
shaded oortion? 

The purpose of roadless areas 

In the fall of 1937, tiie Secretary/ of the Inter.ior issued an 
order declaring certain tracts in the United States to he knovan as 
roadless and v/ild areas. The follovring quotations from tliat order 
tell the purpose of those areas, 

"Mechanization is grcnAring in ;Ai7ierica vdth unprecedented accelera¬ 
tion. Acti^dty after activity which for countless generations have 
been performed directly by manpower, and area after area which have 
been subject only to the forces of nature are row dor^ inated by i.iachin- 
ery. To millions of A-lericans this constitutes an umitigated blessing; . 

"There are other millions iMio, while they appreciate the good 
w^hich the ma,chine can bring, also have an intense craving for another 
type of exi.stence. Tliey do not see why their ].i.i e must be liu^ed en¬ 
tirely in the v'orld of machinery w’^hon tlicre is ample soice in this 
great count ly for another ■world as I'-jell, The 3 ^ cannot belli .eve that 
with vast stretches which need not oo used for the FBch.anica] ac¬ 
tivities of our civilization, it is necessar'/ to make every nook and 
corner of the country a part of the machine 'world and to 'v'.’ipo out all 
sizeable traces of the primitive. 


"From the standpoint of the Indians, it is of spccia]. importance 
to save as many areas as possible from invasion by roads. AIm.ost 
everyv/here they go the Indians encounter the competition and dis- 
turb<ances of the ivhite race,* Most of them desire some place wiich 


-116- 








is all their ov/n. If, on reservations v-tiere the Indians desire 
privacy, sizeable areas are uninvaded by roads, then it will be 
possible for the Indians of these tribes to maintain a retreat 
where they may escape from constant contact with white men. 


".Consequently, I am establishing the policy that exist¬ 

ing areas without roads or settlements on Indian Reservations 
should be preserved in such a condition, unless the requirements 
of fire protection, commercial use for the Indian’s benefit or 
actual needs of the Indians clearly deni.and otherv/ise. 

"Under this policy, I hereby order that the following shall 
be established as roadless areas on Indian reservations:" 

Three of these areas are on the Navajo Reservation as follavs: 

(1) Ramibow Bridge - 1,590,000 acres includiri,g the northern 
portion o.? Kaibito District and adjoining Navajo Mountain District 
(Dist. 2) 

(2) ElacR Mesa - 820,000 acres to the southeast of Dist. 1. 

(3) Painted Desert - 525,000 acres to the southr'bf Dist, 1. 

"Within the boundaries of these officially desigmied roadless 
and v/ild areas it to.II b e the policy of the Interior Departiiient to 
refuse consent to the construction or establishment of any routes 
passable to motor transportation, including in this restriction 
highv/ays, roads, truck trails, work rocuds, and all other types of 
way constructed to make possible the passage of motor vehicles either 
for transportation of people or for the hauling of supplies and equip¬ 
ment. Foot trails and horse trails arc not barred. Superintendents 
of reservations on ivhich roadless and wild areas have been established 
will be held strictaccountable for seeing tlTa.t these areas are 
maintained in a roadless condition." 

Road S 7 /stems on the Navajo Reservation 


As noted.previously, particulai’ly in Units 15 and 21, the Navajo 
people depend upon being able to export their vdoI, Iv'bs, and other 
produce in return for a variety of needed bmports. They also need 
a number of important social services sucln as schools, hospitals, 
Navajo police, and other technical vrorkers, which the government 
adiTiinisters. In order to ship goods off the Reservation, and. in 
order to haul in suoplies to trading posts, schools, hospitals, and 
construction camps it is necessary that there be a system of roads. 

In the Navajo highway system there are about 1,500 miles of 
dirt and .gravel roads, not including truck trails, certain school 
bus routes, and countless w'agon trails. It is not alivUivs possible 
to keep these roads in good condition -when funds are limited and 






vjeather is bad. But roads are ijnportant to the rrelfare of the peo¬ 
ple. V/hatever the people can do to Luprove their roads is worth 
while, for poor roads increase the cost of transportation. In turn, 
the cost of transportation affects the prices vfhich one must pay for 
supplies, and takes money away from other importai-it services. 

Telephone and mail 


At every school there is a telephone. There are phones in m-any 
other places also, such as at trading posts, hospitals, and offices 
of District Supervisors. The telephone system is govemment-ovmed 
and operated. Fees for calls are charged according to a standard 
rate v/orked out v;ith the Bell Telephone Company, 

This telephone system is extremely important to the Navajo people 
Through telephones, calls may be placed for transporting sick or in¬ 
jured persons to the hospital. Through the telephone, traders are 
able to order supplies. Through telephones, government workers may 
carry on important business quickly, or get in toucli with persons 
anyA'-here in the United States. 

Sometimes young children throxv wire .or ropes across the telephone 
lines, without realizing the damage cause!. Children must learn not 
to do this, for such actions mar/ damage -i't'e telephone system and make 
it impossible for some sick person to got an iru...ortant message to the 
doctor. 


There is also a system of regular delivery of mails to post 
offices, schools, and other centers scattered C'/or the Reservation. 
Through this mail systan, the Navajo people can order supplies from 
mail order firms anydiere in the vXiuntirT". Th? ough this mail system, 
Navajos can conduct business v/ith the govermr'.nt, in such vjays as 
receiving checks due them, getting help in looking for work, a..nd 
vu’iting to relatives who are away from homo in schools or hospitals. 

Radio 

Besides the system of mails and ti.lo^.hone, there are IB s-hort- 
wave sending and receiving radio sta,tions for com unication on the 
Navajo. A mmibcr of the day schools, in addition, hate vShort-wave 
receivj.ng sets. This system serves as an emergency in case the •' 
telephone system breaks down. It 'ilso se:.-ve3 as a vay of Iceeping 
the Navajo people informed. On every oaturday morning tnere is an 
hour's broadcast in Navajo to which adults can listen over the loiid. 
speaker wherever there is a receiving station. The radio has become 
an important method of speeding up business and keeping people in¬ 
formed on the Reservation, 

Navajo lanppiage 

The learning of English, that is, the ability to understand,- 
speak, read, and v/rite English, is most important to the Navajo 
people. One cannot become a voter in any State unless ‘he understands 






English, It is in English that important and nev/ ideas from the rest 
of the wor?i.d are recorded. The person v;ho does not understand English 
•is unable to, find v/ork easily. 

■ As :a-consequence, a major aim of the schools is the teaching of 
English, Another'activity of the educational system has been the de¬ 
vising of an easy v/ay of m'iting in Navajo, As is commonly known, the 
Indi-;m languages had never been v/ritten languages. All communication 
from person to person had to be by word of mouth or through various 

sorts of signs. 

■■ ■ 

In modern times, the occasions for transmitting ideas to many 
persons quickly and accurately are very numerous. Without a written 
language, any group of people are handicapped today. 

Because of this, and because of the practical difficulty of teach 
ing iiiiglish to adults vA'io are busy in their own work, a simple system 
of writing end printing the Navajo language has been devised by the 
Education Bbvision of the Indian Service. This system is beijig gradu¬ 
ally taught to Navajo adults and materials printed in Navajo are gradu¬ 
ally being developed. The ability to road, either in English or Navajo 
could prove to be one of the most po'A erful of tools in, keeping the 
Navajo people informed of world events, y 

Ex, 25-B Suggestions for further study and disc ^^s sionN — 

1, Prepare a report or discuss the purpose of the federal govern¬ 
ment in establishing roadless areas in various parts of the country. 
(See 1, Chap. l6, p.1-4) 

2. Eliscuss the advantages of a good sT^staa of roads. 


3. List ways in which a telephone system is important to the 
Navajo people. (See 1, Chap. 16, p.h) 

A, On a map locate the telephone lines and stations in your 
District. (See 2) 

5. On a map loca.te the radio sending and receiAbLng stations in 
3 ''Our District. (See 2) 

6 . l/ith the aid of the teacher, learn how it is possible for 
the himian voice to travel over the telephore wires. (See 4, d.t 28~ 
13S; 5, p.109-143; 6, p.314-335) 

7. Eith the aid of the teacher, learn the proper method for 
placing a call on the telephone, 

o, iVith the aid of the teacher, learn hovv’ messages a.re carried 
through tho- air from broadcasting stations to radio receivers.(See Ip) 

9. Learn hov/ to operate a radio roceivi.rig set and keep it from 
being damaged. (See 10 ) 





■V ' Xi. 

10. Learn the proper method of preparing a business letter in 
application for a position. (See 11 ) 

11. Learn the proper method of v;riting invitations to a party 
or community gathering. (See Ij.) 

12. Prepare a letter to your parents telling them about what you 
are doing in school. 

13e Learn how to prepare an order properly for ordering goods 
by mail. (See 9) 

11. Investigate hov; one may place his money safely at a post 
office through postal savings. 

15. Learn how to send money through the mail by use of money 
orders. (See 8, p.l37-13S) 

16 , Lith the aid of the teacher, learn how to read in Kavajo. 
(See 12) 

Sugge stion s for reference and further re ading 

le pipeh ar^d 'Sovernment by George A.. Boyce and E. R. Frg/er, 
MLmeo, -la.ujo Service, 1939. (A) 

2. Co.imunications Map, Mavajo Service, 1942. (3) 

3. Science Related to Life by Frank Reh, Ai'rierican Book Co., 
1932. (sT 

4. Science In Our 77orid of Progress by George PJ. Hunter and 
V/alter G. PJhitman, American Book Co., 1935. -(S) 

discovering ' Our !.brld by Vvilbur L. Beauchamp, Mary Melrose 
and Glenn 0. Blough, 193^^^ Tl) 

6 . Our Earth and Its Stor.y by Gerald S. Craig and. Ckildie M. 

Johnson, Ginn Co., 1932. (.S) 

7, PrLmarpf Road System., Mao, Kava.io Service, 1940. (s) 

0. Math e.m atics of Eveig^day Life -- I.elsure by George A. 

Boyce and V/illard M. Beatty, Inor Pablishing Com;:any, 5936. (S) 

9. Catalogues of recognized niai^ order houses, (s) 

10. General science and physics books. (E -1 S) 

11 . English textbooks. (E L S) 

12. Books v;ritten in Navajo. ('E & S) 


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INDIAN WORKERS IN NAVAJO SERVICE 1938 


INDIAN WHITE 




















UNIT 26 - NAVAJO V70RKSR3 AND NWAJO SEIN7ICE 


■ib c. 26-A Topics for study and discussion 

1, According to Fig. 26, v;hat percentage of the workers in the 
Navajo Service CCC v/ere Indians in 1938? 

2, In 1938, what percentage of the vrorkers in the Navajo Service 
Roads Division and Irrigation Division v/ere Indians? 

3, Viihat percentage of the workers in the Navajo Service Educa¬ 
tion Division and Medical Division v/ere Indians? 

A. V'/tiat percentage of the workers in the Navajo Service Agency 
headquarters at vJindow Rock v/ere Indians? 

5. Do the figures in Fig. 26 tell how many v/orkers there are in 
each o.ivision? 

Governnen ta l Services 

In the Navajo Service there are a great many governmental divi¬ 
sions, Nadi division has responsibility for different types of 
services. 

The Civilian Conservation Corps (CCC) for example, organizes 
workers to build trails, construct bridges, build structui’es for 
controlling erosion, help construct telephone lines, and fight forest 
fires. 


The Roads Division constructs new roads and bridges, and main¬ 
tains existing roads in as good condition as funds and equipment 
permit. The Irrigation Division drills v/ells, erects v/indrail].s, 
constructs dams, and builds irrigation ditches. 

The Education Divdsion operates schools. In 1941 there were 
nine boarding schools, and forty-seven day schools on the Reserva¬ 
tion. Tliree of the boarding schools conduct high school departments. 

The Medical Division operates general hospitals, sanatoria for 
tubercular patients, dental services, and various t^/pes of special 
health services. 

At V/indow Rock are the offices of the Gener.al. Supcrintendent and 
the heads of various divisions. Besides those already meiitioned, 
these include land management, extension, forestry'', law and order, 
fiscal, purcl'iasing, and many others. 

Besides tliese di-'/i.sions there are other fie .Id services such as 
District Supervisors, Consolida,ted Vvarehouse, Consolidated Garages, 
and Building Construction and Repair, all of v/hich offer opportuni¬ 
ties for work for Navajos of various degrees of traiiiing. It can 


-122- 






safely be said that there are hundreds of additional jobs v/hich might 
be held by Navajos in the Navajo Ser\dce if there v/ere a larger number 
of trained Navajo v/orkers. Stated in another v^ay, there are hundreds 
of Navajos who, because of lack of sufficient education, are poorer 
than they need to be. 

In rnoiiy v/ays, the hischool age is one of the most important 
to a Navajo boy or girl, for it is at this age that one takes steps to 
plan and train for one's lifework. It is extremely important that high 
school boys and girls investigate carefully the variety of v/ork in v/hich 
men and women engage, the conditions of employment, and the ways and 
means open to them for getting suitable training. 

Ex. 26 -B Suggestions for further study and discuasion 

1. Prepare a list of the types of governmental or private work 
now being done by various Navajo men and women in your District, In¬ 
dicate the amount and kind of education needed to qualiQ^' properly for 
each type of v/ork. (See 1, Chap. 17, p.5-N) 

2. Prepare a list of the specific types of goveriimental or private 
work nov/ bej.ng done by various non-Indian inen and women in your District, 
Indicate the .'iirount and kind of education neeued to qualify properly'’ for 
each type of v/orK. (See 3) 

3 . Investigate and report on the average annual earnings of dif¬ 
ferent types of Navajo Service workers. Consider all levels, such as 
unskilled, skilled (clerical and manual), and professional. 

4. Report on the v/ays in viiich Navajo higln school graduates may 
secure financial lielp in getting advanced training in college or other 
special schools. 

5 . TaJ-e a specific vocation that mi;dit be pursued on thiO Reserva¬ 
tion and Oil whj.ch you 'would li.ke more iniOimation as a guide in planning 
your future. Secure the catal.og of some suitable school which offers 
the necessary training and report on t'le following: (See 4; 5; 6) 

a. Amount of general or special schooling required. 

b. The tot.al cost of completing the necessary education, 
indicating v/ays in which you might obtai.n the necessary 
funds. 

c. Requirements for admission to an advanced or special 
school offering such training. 

d. Vtay^s of obtaining a job viven craining is completed. In- 
dj.cate special difficulties or procedures involvf'-^d. 

e. Prospects of stead;/" and long-time employment; and 
probable age of retirement. 

f. Expected working conditions. Include v/ages, hours of work, 
hazards to health, persona], satisfactions, and the like. 

6. Consider some vocation which "would offer off-reservation op¬ 
portunities for v/ork, and report gn it slnilarly to the outline in 
question No. 5. (See 2, 6) 


-123- 




Suggestions for reference and further reading 

and Government by, George A. Boyce and E. R. Fryer, 
Llimeo, li'avajo Service, 1939. (-A).....-. 

2, Statistical Summary Human Dependency Survey Nava,io Reserva ¬ 
tion 1940, liimeo, Navajo Service, 1941. (Aj 

'3'. Vfoi‘ld ALma-na-c -,-Me°w- York -iforId-Telegram, -1941. (S) 

4 * Fri.nclpl es of Guidance -by-Arthur-J.- Jones, KcGraw Hill, 

New York City, 1934? 2nd edition, (a) 

5. Occuoations - The Vocational Guidance Magazine, New York 
City. (Si 

6. General textbooks- on vocational-■guidance-. (a) 




























NOT^S TO TTACHICRS 


General Organization of Te:ct 

It will be noted that each unit consists of the following five 
parts, in general; 

1. A sketch whi cti presents certain facts in visual form. 

2. ^ introductory exercise . All questions in the introductory 
exercise can be answered b/ stuclyiri.g the sketch carefully. The pur¬ 
pose of these questions is to make sure that the pupil understands 
the sketch, to orient his thinking tov/ard a Navajo economic problem, 
and to arouse the pupil's interest. 

3* A reading section . This ro’onds opt the data presented 

in the sketch and adds some additional information. 

4. ^ exercise for further study and discussion . The answers 
to these questions must be sought through further reading, through 
field trips, through inquiry from parents, governmental emplo^/ees, 
or other persons, and through direct observation and logical think¬ 
ing, or other practical activities. In some cases, the search for 
answers may take only a short time, or brief discussion. In many 
instances, the search for more information may take many days or 
weeks, according to how long the pupil's interest may be sustained. 

This part'of the unit aims to direct pupils to many channels 
of information, and to interest them in other subject matters. In 
this v/ay, one activity may spread into an interest in many nev; ac¬ 
tivities. For example, a question in this part of a unit may suggest 
study of some topic in chemistry, or biology. In seeking the ansvrer, 
hov/ever, the pupil may become sufficiently interested to take up a 
longer stud}^ of chCiTiistr 3 /' or biology. Such a new interest may ex¬ 
tend over several v/eeks or several months. 

Thus, the teacher should keep in close touch vdth special teachers 
in boarding schools, so that pupils may be helped from tiiic to time 
to take up studies of a more s])ecialized sort. Likewdso, when a 
pupil studios a topic vdth a science teacher, shop teacher, or other 
specialist, such special teachers should endeavor to broaden the 
pupil's interest and enable him to pursue such expanding interests 
as far as possible. 

The school administration should be organized vdth this scheme 
in mind, allowing individual progress, flex:.bility of schedule, and 
encouragement of more formal and more orderly studj.e:. as pupil in¬ 
terests move in this direction, viether such interests originate 
from studies in this te:d: or from soine other soui-'ce. 

5. A bibliography of suggestions for further study and discus- 
sion. In general this bibliography has been based upon reading 


-125- 























materials already on hand in various Navajo schools, or material in 
the Navajo Service library at V'indow Rock from Yihere it may be bor¬ 
rowed as from any library’, or on materials which are free or easily 
secured, particularly governmental publications. It is suggested 
that each school determine what materials are already on hand, and 
then proceed methodically to add as many of the recommended titles 
as possible from time to time. Teachers should likewise add refer¬ 
ences to those suggested in the text. 

Specific references o.re given as suggestions, folloviing each 
question in the text. That is, the numbers following each question 
refer to the corresponding title in the bibliography. For example, 
in Unit 1, Ex. 1-B, question No. 3 -has the follovdng 'notation after 
it: (See 2, p,1-150), This means to see reference No, 2, p,l-150, 

in Unit 1 under the heading of "Suggestions for reference and further 
reading". 

Each title in the reference section -of each unit is followed 
by a symbol v/hich indicates the approxim.ate reading level for Navajo 
pupils, as follows: 

(E) - elementaiy reading level. 

(S) - secondary age reading level, 

(a) - ad'ult or teacher reading leve].. 

These are only c?ppro:dmate reading levels, so that beginners 
will not be assigned materials beyond their ability. 

Classroom organization 

Since a class of Navajo pupils is likely to be composed of 
children of a wide range of ages, with various numbers of years of 
previous school experience, and with marked range of ability to under¬ 
stand or reed Eng3i.sh,-it is suggested that the class be broken up 
into several groups cither of homogeneous ability or mutual iLnterests, 

In general, the introductory exercise can be discussed with the 
members of each group, taking each group separately. A unit may be 
launched v/ith such group discussion, or it may be begun by hairing 
each pupil study the introductory.^ exercise first, .and then hax’-e the 
group discuss the introductory questio.ns togoth'.;r, 

Likowmso, the reading sections in the body of the text may bo 
studied individually and then discussed v/ith the other m.Gmbers of one' 
group. 


After tlie introductory questions and the reading matter in the 
text have been discussed, the pupils should consider the exercise 
entitled ".Suggestions for further study and discussion". So.me of 
these questions may be pursued indi.vidually by all of the pupils, or 
choices made according to individua] interests. Others may be studied 
by coinmittees v/orking cooperatively, or by a vdiole group or a wdhole 
class. The teacher and pupils together should examine the suggested 


-126- 



questions and activities, and org.^nize the procedure for-seeking 
answers according to the interests and abilities of the members 
of a group or class. 

It ivill be found that some questions can be considered by 
very young pupils, say 6-9 year olds, according to their maturity. 

The sarae question may be considered also by 12-year olds (even- 
though it was investigated when a given pupil was much younger), 
in the light of the child’s increased maturity and added experi¬ 
ence. f’or example, even very young children could learn some 
answers to the question, "How may tuberculosis be prevented?" 

Later in life, the same child could consider the same question in 
more detail, lor this reason, teachers at all levels will find 
some of this material useful. Questions and discussions should 
of course be re-phrased, vjhere necessary, accordirig to the develop¬ 
ment of the pupils, y 

In most instances, no particular unit necessari.ly depends 
upon having studied a previous 'unitr It is true that there is a 
logical sequence from unit to unit. On the other hand, a pupil may 
start w'ith esny unit. This is of advantage vdrere attend.-^nce in 
school as as irregular as it is among Havajc children. However, 
it is particularly important that in.iivix'ual records be kept by 
the t';9chcr, as outlined in the Ilava.io wService School ‘[anual, for 
each pupil. Each'pupil’s record folder should indieat<e what lunits 
have been covered, and the dates of stud;^''. This vrill enable teachers 
to guide individuals later, as to appropriate units to be studied. 

School organization 

In the case of boarding schools, the entire staff should con¬ 
sider an administrative organization that is fleid.ble, so that 
pupils may readily be scheduled to v/ork in various'shops and labora¬ 
tories, as pupils' interests are developed. In general, it is sug¬ 
gested that a teacher be rusponsiblj for directing all the educa¬ 
tional work for a given grade, so far as the basic studies in this 
text are concerned. 

If a schedule is v/orked out for shops and 3;x cLal teachers, 
then the classroom teacher may dii‘-.jct individual pupils to ?W)pro- 
priate shops according to this schedule. For example, if tenth 
grade pupils arc given a prioritp', say from 10 a.m. to noon, for 
v/ork in the wod shop, they may count on ooing able to v.ork thure 
when that is appropriate to seeking an a.rjswor to a par-*: icv.lar 
question, or v;hcn the pupil ha.s an interest in pi'iTsuirg, sbopv;ork. 
Pupils from other grades could sign up for s’nopmork from 10 a.m. to 
noon, too, on an individual oasis, 'xid ior var^dng len ths of tme 
according to the shop cap<acity after a'J. tnith ri;'.de pupils had 
first choice. Likoydse, t.^ntri grc?de p-a-amle ecuL: v/o-rx in the shop 
at other hours, by similar arrangement vloh the eliOp acker. 

THiile this calls for a different type of seke'-dr lug than has 
been traditional practice in schools, ■*-ne'-’e ai:}pear no real diffi¬ 
culties in sciieduling on this proposed basis. It c.ui be v.orked out 

-127- 




if the staff recognizes the values in providing flexibility and in 
breaking dovvn sharp cleavages betvreen divisions and subject mtters 
’v";hen pupils are seeking ansv;ers to dynamic and like-like problems. 

In regard to continuity, it is believed that a basic course, 
like this, v/ith appropriate supplementary materials and appropriate 
nev/ units from time to time should occupy from half to three-fourths 
of"a pupil’s day from grades 8 through 10, if tlie suggested projects 
are fully explored. The remaining part of the school day may be " 
devoted to other studies, such as farm and shop, current events and 
^cial studies of national and international concern, and other special 
studies not covered hj this survey of Navajo economic problems, 

A great deal of the material included"herein vdll lend itself 
fopi study in the elementar,'' day schools, also,'supplemented by'pther 
appropriate activities and projects. 

In grades 11 and 12, this material, should bo useful for pupils 
who'are late beginners, or as an introduction to further studies. 

For those who arc fully qualified juniors and seniors, however, and 
who. have had a continuous schooling begun in thoj elementary grades, 
a large portion of pupils should have had experiences w^hich v.dll load 
them to spend more of their time in a mono formal organization of 
subject matters. These v/ould be such subjects as mathematics needed 
for vocational studies, English, science, social studies, etcetera. 

This will vary, of co^orse, from school to school, accordiij^' to fhe 
school-maturity of the pupils and the program of the particular 
school. 


-128- 














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